Year 12 History
Unit Plan & Scheme of Learning
The Move To Global War: Italy, Germany and Japan 1931-1941
0
Teachers
Course Part
Unit 1
Subject Group/Course
Individuals & Societies: History
DP Year
IB1 Year 12
Dates
August- November
ABOUT THE UNIT: The Move to Global War
The prescribed topic for this paper is: The Move to Global War.
Sources will be primary or a mixture of primary and secondary; they may be written, pictorial or diagrammatic. Documentary sources in paper 1 cannot be handled with confidence
unless students have a strong grasp of the historical context of the prescribed subject. It is therefore essential that students are directed towards authoritative secondary sources that
will provide them with a strong foundation in the prescribed subject.
The focus for this unit of study:
The birth of the League of Nations was a revolutionary move to regulate world affairs and promised hope in a period of time that had witnessed the bloodiest conflict in world history.
The changes brought about by the collapse of the major European empires and the rise of new political systems meant that the League was entrusted with enforcing the peace as well as
promoting disarmament and social development across Europe. The League failures during this period underline the limitations of international diplomacy and agreements as well us
highlight the importance of the Great Depression as a catalyst for the Second World War. Within the study, great political ideas are addressed, fascism, democracy and communism as
well as the concepts associated with the changing nature of international relations. The unit focuses on the forces of extremism in Italy, Japan and Germany taking the initiative against
the major democracies. The next unit would naturally be either the Causes of the Second World War in Europe/Asia or the Spanish and Chinese Civil Wars.
This unit is a perfect opportunity to challenge some of the long held myths or traditional arguments relating to the interwar period and the Second World War. It provides a perfect
opportunity to challenge the conventional dating of the Second World War. Naill Ferguson postulates that it began not in Europe in 1939 but in Manchuria in 1931 or China in 1937. Also
the ideology of the Axis powers should be considered in their quest for expansion in Europe and Asia. Therefore, there is scope to offer, through the careful selection of sources,
alternative historical viewpoints.
The Move To Global War: Requirements for Prescribed Subjects
All the bullet points listed in the syllabus for the prescribed subject must be covered.
For each prescribed subject, two case studies, from different regions of the world, are identified. Both of the case studies for the prescribed subject selected must be studied. Each of the
case studies has quite a narrow focus, so it is therefore important that teachers also help students to understand the wider context in which the case study takes place.
The prescribed subjects are assessed on paper 1, which is a source-based examination paper. It is therefore important that the content for the chosen prescribed subject be explored
using a range of original evidence and secondary works, so that students develop the skills required for this component.
1
Content: Essential Content and Understanding for The Move to Global War
This prescribed subject focuses on military expansion from 1931 to 1941. Two case studies are prescribed, from different regions of the world, and both of these case studies must be
studied. The first case study explores Japanese expansionism from 1931 to 1941, and the second case study explores German and Italian expansionism from 1933 to 1940. The focus of
this prescribed subject is on the causes of expansion, key events, and international responses to that expansion. Discussion of domestic and ideological issues should therefore be
considered in terms of the extent to which they contributed to this expansion, for example, economic issues, such as the long-term impact of the Great Depression, should be assessed in
terms of their role in shaping more aggressive foreign policy.
Case study 1: Japanese
expansion in East Asia (1931–
1941)
Case study 2:
German and Italian expansion
(1933–1940)
Causes of expansion
 The impact of Japanese nationalism and militarism on foreign policy
 Japanese domestic issues: political and economic issues, and their impact on foreign relations
 Political instability in China
Events
 Japanese invasion of Manchuria and northern China (1931)
 Sino-Japanese War (1937–1941)
 The Three Power/Tripartite Pact; the outbreak of war; Pearl Harbor (1941)
Responses
 League of Nations and the Lytton report
 Political developments within China—the Second United Front
 International response, including US initiatives and increasing tensions between the US and Japan
Causes of expansion
 Impact of fascism and Nazism on the foreign policies of Italy and Germany
 Impact of domestic economic issues on the foreign policies of Italy and Germany
 Changing diplomatic alignments in Europe; the end of collective security; appeasement
Events
 German challenges to the post-war settlements (1933–1938)
 Italian expansion: Abyssinia (1935–1936); Albania; entry into the Second World War
 German expansion (1938–1939); Pact of Steel, Nazi–Soviet Pact and the outbreak of war
Responses
 International response to German aggression (1933–1938)
 International response to Italian aggression (1935–1936)
 International response to German and Italian aggression (1940)
The Move to Global War Suggested Inquiry Questions: Skills Based, Factual Based, Debatable
 To what extent can attempts to reform destabilize governments and societies?
 What is the greater threat to international peace, dictatorship or economic problems?
 Why do forces of imperialism, nationalism, militarism, and geo-political alliances lead to international conflicts?
 Do key events in history signal turning points that drastically alter the social, economic and political directions of a society?
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


In what ways does new technologies and scientific breakthroughs dramatically disrupt societies?
Do turning points in history create a break with the past or is there continuity in history?
Was ideology at the core of leading the world to war in between 1931 and 1941?
The Move to Global War: Learning outcomes
After studying one prescribed subject students will be expected to:





Have knowledge and understanding of all aspects of the prescribed subject as outlined in the bullet points
Demonstrate knowledge and understanding of key historical terms and concepts
Have knowledge and understanding of the background to, and context of, the prescribed subject
Show an awareness of different approaches to, and interpretations of, historical events related to the prescribed subject
Critically engage with a range of historical sources related to the prescribed subject in order to comprehend, analyse and evaluate them in a historical context.
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Group 3 Course & History Aims
1. encourage the systematic and critical study of: human experience and behaviour;
physical, economic and social environments; the history and development of social and
cultural institutions
2. develop in the student the capacity to identify, to analyse critically and to evaluate
theories, concepts and arguments about the nature and activities of the individual and
society
3. enable the student to collect, describe and analyse data used in studies of society, to
test hypotheses and interpret complex data and source material
4. promote the appreciation of the way in which learning is relevant to both the culture
in which the student lives, and the culture of other societies
5. develop an awareness in the student that human attitudes and opinions are widely
diverse and that a study of society requires an appreciation of such diversity
6. enable the student to recognize that the content and methodologies of the subjects
in group 3 are contestable and that their study requires the toleration of uncertainty
The aims of the history course at SL and HL are to:
1. develop an understanding of, and continuing interest in, the past
2. encourage students to engage with multiple perspectives and to appreciate the
complex nature of historical concepts, issues, events and developments
3. promote international-mindedness through the study of history from more than one
region of the world
4. develop an understanding of history as a discipline and to develop historical
consciousness including a sense of chronology and context, and an understanding of
different historical perspectives
5. develop key historical skills, including engaging effectively with sources
6. increase students’ understanding of themselves and of contemporary society by
encouraging reflection on the past.
IB History Assessment Objectives
Assessment objective 1: Knowledge and understanding
 Demonstrate detailed, relevant and accurate historical knowledge.
 Demonstrate understanding of historical concepts and context.
 Demonstrate understanding of historical sources. (Internal assessment and paper 1)
Assessment objective 2: Application and analysis
 Formulate clear and coherent arguments.
 Use relevant historical knowledge to effectively support analysis.
 Analyse and interpret a variety of sources. (Internal assessment and paper 1)
Assessment objective 3: Synthesis and evaluation
 Integrate evidence and analysis to produce a coherent response.
 Evaluate different perspectives on historical issues and events, and integrate this
evaluation effectively into a response.
 Evaluate sources as historical evidence, recognizing their value and limitations. (Internal
assessment and paper 1)
 Synthesize information from a selection of relevant sources. (Internal assessment and
paper 1)
Assessment objective 4: Use and application of appropriate skills
 Structure and develop focused essays that respond effectively to the demands of a
question.
 Reflect on the methods used by, and challenges facing, the historian. (Internal assessment)
 Formulate an appropriate, focused question to guide a historical inquiry. (Internal
assessment)
 Demonstrate evidence of research skills, organization, referencing and selection of
appropriate sources. (Internal assessment)
Assessment Criteria
Paper 1 hour
Requires the use of sources and own knowledge, with a focus on comprehension of sources, OPCVL, compare and contrast, and analysis.
Weighting: 30% SL, 20% HL
Paper 1 is a source-based examination paper based on the prescribed subjects.
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The paper will contain four sources for each prescribed subject. Sources will be primary or a mixture of primary and secondary, and may be written, pictorial or diagrammatic. The paper
will consist of four questions, and students must answer all four questions.
The paper is marked using a paper-specific markscheme, except for the final question for each prescribed subject, which is marked using the generic markbands that follow, in addition
to a paper-specific markscheme.
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Approaches to Learning
Concepts: Essential Concepts for DP History and this Unit
The DP history course is focused on six key concepts: causation; consequence; change; continuity; significance; perspectives.
These concepts help students to think critically about historical issues; helping students to identify and solve problems, make decisions, and form judgments about past claims, actors
and issues. These concepts are also extremely useful to history teachers as a tool for helping to craft creative lessons and assessment activities that avoid passive content delivery, and
that provide opportunities for students to build on their prior knowledge and to think deeply about historical issues and events.
Change: The study of history involves investigation of the extent to which people and
Consequence: History is the understanding of how forces in the past have shaped future
events bring about change. Discussion of the concept of change can encourage
people and societies. Students demonstrate competency as historical thinkers where they
sophisticated discussions such as encouraging students to think about, and look for, change understand and can explain how significant events and people have had both short-term
where some claim none exists, or using evidence to challenge orthodox theories and
and long-lasting effects. Students use evidence and interpretations of those people and
assumptions about people and events that it is claimed led to significant change. Students’
events to make comparisons between different points in time, and to make judgments
questions and judgments about historical change should be based on deep understanding
about the extent to which those forces produced long-lasting and important consequences.
of content and on comparison of the situation before and after the events under
examination.
Perspectives: IB students should be aware of how history is sometimes used or abused to
Significance: History is not simply the record of all events that have happened in the past.
retell and promote a grand narrative of history, a narrowly focused national mythology
Instead, history is the record that has been preserved through evidence or traces of the
that ignores other perspectives, or to elevate a single perspective to a position of
past, and/or the aspects that someone has consciously decided to record and
predominance. Students are encouraged to challenge and critique multiple perspectives of communicate. Students should be encouraged to ask questions about why something may
the past, and to compare them and corroborate them with historical evidence. Students
have been recorded or included in a historical narrative. Similarly, they should be
should recognize that for every event recorded in the past, there may be multiple
encouraged to think about who or what has been excluded from historical narratives, and
contrasting or differing perspectives. Using primary-source accounts and historians’
for what reasons. Additionally, students’ questions should encourage them to think about,
interpretations, students may also investigate and compare how people, including specific
and assess, the relative importance of events, people, groups or developments, and
groups such as minorities or women, may have experienced events differently in the past.
whether the evidence supports the claims that others make about their significance.
In this way there are particularly strong links between exploring multiple perspectives and
the development of international-mindedness.
Causation: Effective historical thinkers recognize that many claims made about the past
Continuity: While historical study often focuses on moments of significant change,
seek to more thoroughly explain and understand how a certain set of circumstances
students should also be aware that some change is slow, and that throughout history there
originated. Deep historical understanding is demonstrated where students recognize that
is also significant continuity. Students can demonstrate deep historical knowledge and
most historical events are caused by an interplay of diverse and multiple causes that
understanding by, for example, showing awareness that there are times when there has
require students to make evidence-based judgments about which causes were more
been considerable continuity in the midst of great historical change. Alternatively, students
important or significant, or which causes were within the scope of individuals to direct and
may question and assess whether a change in political leadership, for example, brought
which were not.
about a change in foreign policy, or whether it was more accurately mirroring policies of
previous governments.
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Skills: Essential Skills for DP History and this Unit
The Practice of History
Throughout the Diploma Programme history course students should be encouraged to develop their understanding of the methodology and practice of the discipline of history. Teaching
historical skills enriches the student’s understanding of the subject and encourages the student to apply them to the future study of history or related areas. It is essential that these
skills are covered throughout the syllabus, are introduced appropriately, depending on the context, and are not treated in isolation.
1: The gathering and sorting
of historical evidence
2: The evaluation of
historical evidence
3: Recognizing and
understanding historical
processes and their
relationships to human
experience, activity and
motivation
4: Organizing and expressing
historical ideas and
information
Skills include:
 developing research skills of locating and selecting relevant and appropriate evidence, from books, articles, websites and audio-visual resources
 recognizing the distinctions between different kinds of evidence: primary and secondary, textual, audio-visual, oral, graphic, tabular
The course provides the opportunity for students to increase their confidence and independence in locating and using a variety of historical sources.
Skills include:
 recognizing the subjective nature of the historical evidence
 examining sources for information and interpretations, and for cases where they corroborate, complement or contradict each other
 recognizing the value and uses of sources, and reasons to use them cautiously
 recognizing and appreciating why and how opinions and interpretations differ
A student’s progress should be characterized by increasing awareness and acknowledgment of historical opinions and interpretations.
Skills include:
 recognizing, explaining and analysing causes and consequences
 recognizing, explaining and analysing continuity, change and development over time
 recognizing, explaining and analysing similarity and difference
 relating human activities, experiences and motivations in history to a range of cultural and social dimensions
 synthesizing material studied across time and space
A student’s progress should be characterized by a maturing appreciation of the nature of human experience in a range of contexts.
Skills include:
 posing questions and hypotheses and answering or testing them
 handling and synthesizing several sources for one inquiry
 selecting and deploying information and ideas
 constructing narratives, with ideas, analysis and relevant substantiation
 summarizing and arriving at conclusions
The development of these skills helps increase students’ confidence and sophistication in both oral and written communication.
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Resources: Essential Resources for this Unit
Texts
Websites/ e-learning

Andy Daily, Access to
History for the IB
Diploma: The Move To
Global War, Hodder
Education

Andy Daily and Sarah
Webb, Access to
History for the IB
Diploma: Causes,
Practices and Effects of
Wars, Hodder
Education

Keely Rogers and Jo
Thomas The Move to
Global War: Course
Companion Oxford IB
Diploma Programme

Contested Spaces:
Conflict in the Pacific
1937-1951,

Conrad Schirokauer &
Donald N. Clark,
Modern East Asia: A
Brief History,
Wadsworth
General
 Padlet is very useful for collaborative
work and work sharing. Keeps a record
for revision material constructed by
students
www.padlet.com
 Kidblog for student homework blogging
www.kidblog.org/
 Questia can be used to access millions of
academic articles and books to support
all aspects of the IB History course.
www.questia.com
History
 Excellent article from BBC history by Dr. Susan Townsend. This covers the whole period for P1 1931-45
http://www.bbc.co.uk/history/worldwars/wwtwo/japan_quest_empire_01.shtml
 Japan Society has an excellent range of articles and resources on the history of Japan
http://aboutjapan.japansociety.org/page/search_1?theme=history
 Gresham college lectures. Many areas of history but this one looks at conflict in China from 19thc to
20thc
http://www.gresham.ac.uk/lectures-and-events/great-britain-and-the-other-imperial-powers-conflict-overchina
 A blog that studies many different conflicts
http://warfarehistorian.blogspot.com/2013/07/battle-of-khalkhin-gol-soviet-japanese.html
 A range of excellent articles written by key historians on all aspects of World War I. Use for extension
reading, structured reviews and for essay preparation.
http://www.bbc.co.uk/history/worldwars/wwone/
 Pak Jon’s Blog with links to a range of course related online resources.
http://accessinghistory.blogspot.com/
 Lots of teaching resources and access to online primary sources. Useful for lessons and student directed
research.
http://www.nationalarchives.gov.uk/pathways/firstworldwar/document_packs/origins.htm
 Active history has a lot of ready-made pdf resources, but many are only accessible with a subscription.
Lots of excellent online games and simulations for students to engage with.
http://www.activehistory.co.uk/
 Covers many history topics. Reliable source on all aspects of the war and has a primary source section
with many topics. Use for self-directed research
http://www.spartacus.educational
 Online lectures by a practicing academic lecturer. Challenging read but worth it for the lectures on the
20th Century topics. Most able – use for extension tasks and additional reading.
http://www.historyguide.org/europe/europe.html
 Allycathistory has a focus on Chinese and Japanese history. Useful for Japan in the interwar period and
the Sino-Japanese War
http://www.alleycathistory.com/teaching-resources.html
 Obvious
http://sinojapanesewar.com/
 Columbia University. Wide range of resources including narratives, primary sources and essays, with a
focus on East Asia. Use for interwar era
http://afe.easia.columbia.edu/
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 MIT website
http://ocw.mit.edu/ans7870/21f/21f.027/home/vis_menu.html
 BBC podcast series that covers a range of topics, several of which cover areas such as the Spanish Civil
War, Hitler and Warfare in the 20th C.
http://www.bbc.co.uk/podcasts/series/ioth/all
 Website that covers all modern conflicts, useful for narratives and maps
https://www.onwar.com
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WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
ASSESSMENT
prior knowledge,
scaffolding, extended
learning
Case study 1: Japanese expansion in East Asia (1931–1941)
1.
The Move To Global
War: The long cycle of
history
What interpretations are
there about Japans’
move towards global
war?
Students should
demonstrate knowledge and
understanding of the the
conditions that bred
extreme nationalism and a
desire of empire in Japan up
to 1931
Students will be able to
describe, explain & analyse
the impact of political,
economic and military
factors on Japanese foreign
relations.
Students will demonstrate
an understanding of
historical processes:
Continuity, causation and
perspective and OPCVL
Required Reading:
Access to HistoryThe Move to Global War, p.10-20
Oxford The Move to Global War, p.14-80
Imperialism, Colonialism and Nationalism in East Asia, p.
217-221
Contested Spaces: Conflict In the Pacific 1937-1951, p.12-13
Modern East Asia: A Brief History, 220-242. Focus on 220226 and 230-235
http://www.bbc.co.uk/history/worldwars/wwtwo/japan_q
uest_empire_01.shtml
http://internationalschoolhistory.weebly.com/
http://afe.easia.columbia.edu/
http://ocw.mit.edu/ans7870/21f/21f.027/home/vis_menu.
html
Key Terms: Meiji Emperor; Taisho democracy, imperialism, nationalism
1. Use Cornell Note
Taking framework for
Content: Between the founding of empire in 1895 and the advent of militarism in 1931, Japan History
increasingly participated in world history. It was in many respects a success story, but later
history was to reveal the potential for disaster. The death of the Meiji emperor in July 1912,
while not as momentous as the abdication of China’s last emperor earlier that year, marked
something of a watershed, and was experienced as such. People at the time felt that the
passing of the emperor, who had presided over Japan’s transformation for over forty years,
signified the end of an era, a judgement with which many later scholars have concurred.
Learning Activities:
Starter:
Creating a historical narrative/interpreting thesis on the ‘path to global war’
http://www.cornellpress.cornell.edu/book/?GCOI=80140100030370
Read the synopsis of Japan Prepares for Total War. Discuss the thesis and identify key
themes and concepts that Michael Barnhart uses.
https://books.google.com.hk/books/about/Japan_Prepares_for_Total_War.html?id=zA4eR
WKd3DMC&redir_esc=y
Students work in pairs. Using only the book titles and synopsis discuss what they suggest
about the perspectives on this period of Japanese history. Then create a credible
narrative/thesis that outlines Japan’s move towards global war. Incorporate the themes,
concepts and controversies that seem evident in this topic.
Interpretive Questions/ToK Links
 Do you think that culture or geopolitics has is the greatest determination on the future of nations?
10
2. Mixed ability
pairings for
discussions
3. EAL/IN can write
summary mind map
of main answers,
each with short
explanation
4. Full written
answers for G+T
students
Assessment:
P1 Questions
Students read:
Modern East
Asia: A Brief
History, 220-242.
Focus on 220-226
and 230-235
Produce a 25
question
knowledge quiz,
using the IB style
knowledge quiz
format
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
ASSESSMENT
prior knowledge,
scaffolding, extended
learning
Case study 1: Japanese expansion in East Asia (1931–1941)
2.
Meiji Japan, From black
ships to ironclads; The
long term causes of
imperial expansion
1895-1918
What role did the Meiji
era have in creating the
conditions for Japan’s
move to global war?
Students should
demonstrate knowledge and
understanding of the the
conditions that bred
extreme nationalism and a
desire of empire in Japan up
to 1931
Students will be able to
describe, explain & analyse
the impact of political,
economic and military
factors on Japanese foreign
relations.
Students will demonstrate
an understanding of
historical processes:
Continuity, causation and
perspective and OPCVL
Required Reading:
Access to History The Move to Global War, p.10-20
Oxford The Move to Global War, p.14-80
Imperialism, Colonialism and Nationalism in EA, p. 217-221
Contested Spaces: Conflict In the Pacific 1937-1951, p.12-13
Modern East Asia: A Brief History, 220-242. Focus on 220226 and 230-235
http://internationalschoolhistory.weebly.com/
http://afe.easia.columbia.edu/
http://ocw.mit.edu/ans7870/21f/21f.027/home/vis_menu.
html
Key Terms: Meiji Emperor; Taisho democracy, imperialism, nationalism
1. Use Cornell Note
Taking framework for
Content: Between the founding of empire in 1895 and the advent of militarism in 1931, Japan History
increasingly participated in world history. It was in many respects a success story, but later
history was to reveal the potential for disaster. The death of the Meiji emperor in July 1912,
2. Mixed ability pairings
while not as momentous as the abdication of China’s last emperor earlier that year, marked
for discussions
something of a watershed, and was experienced as such. People at the time felt that the
passing of the emperor, who had presided over Japan’s transformation for over forty years,
3. EAL/IN can write
signified the end of an era, a judgement with which many later scholars have concurred.
summary mind map of
main answers, each

The impact of Japanese nationalism and militarism on foreign policy
with short explanation

Japanese domestic issues: political and economic issues, and their impact on foreign
relations
4. Full written answers

Political instability in China
for G+T students
Starter: P1 Q1a/b as starter – Use a source from Access to History The Move to Global War,
p.10-20
Main Task:
This is a background ‘narrative’; Use the pp on Meiji/Taisho talk through the major points
relating to domestic politics and foreign relations up to 1918. Students take notes under
teacher direction.
http://afe.easia.columbia.edu/special/japan_1750_meiji.htm
1. What were some of the political, economic and social changes that occurred during the
Meiji Period?
2. What personage was at the center of Japan's new civic ideology? Why was using this
personage as a symbol of national unity effective?
3. What role did the central government play in growing industry? Providing education?
4. How did colonization affect Asia in the late 1890's? What was the West's response to
Japan's colonization efforts?
5. The terms "modernization" and "Westernization" are often used interchangeably. What
do these terms mean to you? Why do you think they often mean the same thing?
6. Why is the period 1912-1945 sometimes referred to as the "Taishô democracy"?
7. How would you describe the political situation in Japan at the end of World War I?
Interpretive Questions/ToK Links
 Do you think that culture or geopolitics has is the greatest determination on the future of nations?
11
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Assessment:
P1 Questions
Students read:
Modern East
Asia: A Brief
History, 220-242.
Focus on 220-226
and 230-235
Produce a 25
question
knowledge quiz,
using the IB style
knowledge quiz
format
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 1: Japanese expansion in East Asia (1931–1941)
Key Terms: Meiji Emperor; Taisho democracy, imperialism, nationalism, 21 Propositions
3.
Taisho democracy; The
long term causes of the
move to Global War
Did the Taisho period
signify a lost opportunity
for averting the move to
global war?
Students should
demonstrate knowledge and
understanding of the the
conditions that bred
extreme nationalism and a
desire of empire in Japan up
to 1931
Students will be able to
describe, explain & analyse
the impact of political,
economic and military
factors on Japanese foreign
relations.
Students will demonstrate
an understanding of
historical processes:
Continuity, causation and
perspective and OPCVL
Required Reading:
The Move To Global War, Chapter 1, p. 10-50
Contested Spaces: Conflict In the Pacific 1937-1951, p.12-13
Modern East Asia: A Brief History, 220-242. Focus on 220226 and 230-235
Imperialism, Colonialism and Nationalism in East Asia,
History Through Documents, 217-234
http://www.bbc.co.uk/history/worldwars/wwtwo/japan_q
uest_empire_01.shtml
http://internationalschoolhistory.weebly.com/
http://afe.easia.columbia.edu/
http://ocw.mit.edu/ans7870/21f/21f.027/home/vis_menu.
html

1. Use Cornell Note
Taking framework for
Content: Between the founding of empire in 1895 and the advent of militarism in 1931, Japan History
increasingly participated in world history. It was in many respects a success story, but later
history was to reveal the potential for disaster. The death of the Meiji emperor in July 1912,
2. Mixed ability pairings
while not as momentous as the abdication of China’s last emperor earlier that year, marked
for discussions
something of a watershed, and was experienced as such. People at the time felt that the
passing of the emperor, who had presided over Japan’s transformation for over forty years,
3. EAL/IN can write
signified the end of an era, a judgement with which many later scholars have concurred.
summary mind map of
main answers, each

The impact of Japanese nationalism and militarism on foreign policy
with short explanation

Japanese domestic issues: political and economic issues, and their impact on foreign
relations
4. Full written answers

Political instability in China
for G+T students
Learning Activities:
Starter:
Discussion: Hand out a map of Japanese imperial expansion 1894-1919. Discuss what the
map indicates about Japan and the Asian balance of power. P1 Question – what is the
message in the source?
Main Task:
P.16 Oxford The Move to Global War
Produce a mind map on the following:
1. Desire to be an imperial Power
2. Security concerns
3. Belief in Leading Asia
4. Provocation of Western Powers
5. Security of Economic Issues
HMK:Produce notes on Chapter 1 Access To History The Move to Global War using the key
questions
Do you think that culture or geopolitics has is the greatest determination on the future of nations?
12
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Assessment:
P1 Questions
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 1: Japanese expansion in East Asia (1931–1941)
4.
Taisho democracy; The
long term causes of the
move to Global War
Did the Taisho period
signify a lost opportunity
for averting the move to
global war?
Students should
demonstrate knowledge and
understanding of the the
conditions that bred
extreme nationalism and a
desire of empire in Japan up
to 1931
Students will be able to
describe, explain & analyse
the impact of political,
economic and military
factors on Japanese foreign
relations.
Students will demonstrate
an understanding of
historical processes:
Continuity, causation and
perspective and OPCVL
Required Reading:
The Move To Global War, Chapter 1, p. 10-50
Contested Spaces: Conflict In the Pacific 1937-1951, p.12-13
Modern East Asia: A Brief History, 220-242. Focus on 220226 and 230-235
Imperialism, Colonialism and Nationalism in East Asia,
History Through Documents, 217-234
http://www.bbc.co.uk/history/worldwars/wwtwo/japan_q
uest_empire_01.shtml
http://internationalschoolhistory.weebly.com/
http://afe.easia.columbia.edu/
http://ocw.mit.edu/ans7870/21f/21f.027/home/vis_menu.
html

Key Terms: Meiji Emperor; Taisho democracy, imperialism, nationalism, 21 Propositions
1. Use Cornell Note
Taking framework for
Content: Between the founding of empire in 1895 and the advent of militarism in 1931, Japan History
increasingly participated in world history. It was in many respects a success story, but later
history was to reveal the potential for disaster. The death of the Meiji emperor in July 1912,
while not as momentous as the abdication of China’s last emperor earlier that year, marked
something of a watershed, and was experienced as such. People at the time felt that the
passing of the emperor, who had presided over Japan’s transformation for over forty years,
signified the end of an era, a judgement with which many later scholars have concurred.



The impact of Japanese nationalism and militarism on foreign policy
Japanese domestic issues: political and economic issues, and their impact on foreign
relations
Political instability in China
Starter: Paper 1 Question starter OPCVL
Main Task:
Introduce students to assorted documents from the period 1886-1931 from Imperialism,
Colonialism and Nationalism in East Asia, History Through Documents, 217-234. Students
work in groups to answer the questions on the assorted sources. Expand discussion to take
in the conflicts that connect Asia and Europe.
Students discuss the 21 Demands. What does this indicate about Japanese ambitions in the
region?
Link the documents the following areas and the mind map already completed
1. Desire to be an imperial Power
2. Security concerns
3. Belief in Leading Asia
4. Provocation of Western Powers
5. Security of Economic Issues
HMK: Produce notes on Chapter 1 Access To History The Move to Global War using
the key questions
Do you think that culture or geopolitics has is the greatest determination on the future of nations?
13
2. Mixed ability
pairings for
discussions
3. EAL/IN can write
summary mind map
of main answers,
each with short
explanation
4. G&T
Use primary source
evidence (see files)
to compare/contrast
views
Assessment:
P1 Questions
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 1: Japanese expansion in East Asia (1931–1941)
5.
Showa Japan: The era of
the Dark Ally, 1926-1931
Economic and political
issues
What factors lead Japan
to global war, 19261931?
Students should
demonstrate knowledge and
understanding of the the
conditions that bred
extreme nationalism and a
desire of empire in Japan up
to 1931
Content: Between the founding of empire in 1895 and the advent of militarism in 1931, Japan
increasingly participated in world history. It was in many respects a success story, but later
history was to reveal the potential for disaster. The death of the Meiji emperor in July 1912,
while not as momentous as the abdication of China’s last emperor earlier that year, marked
something of a watershed, and was experienced as such. People at the time felt that the
passing of the emperor, who had presided over Japan’s transformation for over forty years,
signified the end of an era, a judgement with which many later scholars have concurred.
Students will be able to
describe, explain & analyse
the impact of political,
economic and military
factors on Japanese foreign
relations.


Students will demonstrate
an understanding of
historical processes:
Continuity, causation and
perspective
Required Reading:
Andy Daily, The Move To Global War, Chapter 1, p. 10-50
Contested Spaces: Conflict In the Pacific 1937-1951, p.12-13
Modern East Asia: A Brief History, 220-242. Focus on 220226 and 230-235
Kathy Swanger handouts,
https://u.osu.edu/ncta/files/2017/02/swangerK-jpn1fd5431.pdf
http://www.bbc.co.uk/history/worldwars/wwtwo/japan_q
uest_empire_01.shtml
http://internationalschoolhistory.weebly.com/
http://afe.easia.columbia.edu/
Keely Rogers and Jo Thomas, The Move to Global War, Ch1

The impact of Japanese nationalism and militarism on foreign policy
Japanese domestic issues: political and economic issues, and their impact on foreign
relations
Political instability in China
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
Starter:
OPCVL Question
P.16 Oxford The Move to Global War
Use the following questions – Students either review them in groups or answer them
individually using their text books
Economic and political issues: How did Japan’s economic and political issues affect Japan’s
government?
Answer the key question p. 31-36 Andy Daily, The Move To Global War, Chapter 1, p. 10-50
by using the sources in this section. Student work in small groups on the individual sources.
10-minute write: Then they answer the question taking it in turns to write the answer in
each other books.
Interpretive Question/ToK Link:
 Do you think that culture or geopolitics has is the greatest determination on the future of nations?
14
5. G&T
Use primary source
evidence (see files) to
compare/contrast view
Assessment:
P1 Questions
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 1: Japanese expansion in East Asia (1931–1941)
6.
Showa Japan: The era of
the Dark Ally, 1926-1941
The Growth of Japanese
nationalism and
militarism
What factors lead Japan
to global war, 19261931?
Students should
demonstrate knowledge and
understanding of the the
conditions that bred
extreme nationalism and a
desire of empire in Japan up
to 1931
Content: Between the founding of empire in 1895 and the advent of militarism in 1931, Japan
increasingly participated in world history. It was in many respects a success story, but later
history was to reveal the potential for disaster. The death of the Meiji emperor in July 1912,
while not as momentous as the abdication of China’s last emperor earlier that year, marked
something of a watershed, and was experienced as such. People at the time felt that the
passing of the emperor, who had presided over Japan’s transformation for over forty years,
signified the end of an era, a judgement with which many later scholars have concurred.
Students will be able to
describe, explain & analyse
the impact of political,
military factors on Japanese
foreign relations.


Students will demonstrate
an understanding of
historical processes:
Continuity, causation and
perspective and OPCVL
Required Reading:
Kathy Swanger handouts,
https://u.osu.edu/ncta/files/2017/02/swangerK-jpn1fd5431.pdf
Keely Rogers and Jo Thomas, The Move to Global War,
(London: Oxford University Press), 2015, pp. 14-24.

The impact of Japanese nationalism and militarism on foreign policy
Japanese domestic issues: political and economic issues, and their impact on foreign
relations
Political instability in China
Students to work independently and take notes under the following questions:
Using any available resource Andy Daily, The Move To Global War, Chapter 1, p. 10-50
1. How had Japanese nationalism developed up to 1931?
2. What were the key characteristics of Japanese nationalism?
3. What were the connections between Japanese nationalism and Japanese
imperialism prior to 1931? eg: Annexation of Korea in 1910
4. How was militarism built into the Japanese political system?
5. What evidence is there that militarism in Japan was already showing destructive
characteristics by 1931?
6. Why was Manchuria a preferred target for Japans military?
Assorted P1 style questions taken from The Move to Global War, Chapter 1
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Assessment:
P1 Questions
Followed by class discussion
HMK:
To complete notes or key questions from either:
Andy Daily, The Move To Global War, Chapter 1, p. 10-50
Contested Spaces: Conflict In the Pacific 1937-1951, p.12-13
Interpretive Questions/ToK Link:
 Do you think that culture or geopolitics has is the greatest determination on the future of nations?
15
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 1: Japanese expansion in East Asia (1931–1941)
7.
Showa Japan: The era of
the Dark Ally, 1926-1941
Domestic and Foreign
policy Causes of
Japanese Expansion,
1931-1941
What factors lead Japan
to global war, 19261931?
Students should
demonstrate knowledge and
understanding of the the
conditions that bred
extreme nationalism and a
desire of empire in Japan up
to 1931
Students will be able to
describe, explain & analyse
the impact of political,
military factors on Japanese
foreign relations.
Students will demonstrate
an understanding of
historical processes:
Continuity, causation and
perspective and OPCVL
Required Reading:
Keely Rogers and Jo Thomas, The Move to Global War,
2015, pp. 29-34.
Envelopes with poker hands and
Chinese warlord names.
Content: The collapse of central authority in China led to a vacuum which Japan's
military sought to fill. This was a now or never moment, fueled by racism, resource
acquisition and a growing need for self sufficiency
Starter:
OPCVL Question using a source from the text book
P.16 Oxford The Move to Global War
Instability and The Warlord period in China
How did Japan’s domestic instability and Foreign affairs
Answer the key question p. 36-45 Andy Daily, The Move To Global War, Chapter 1, by using
the sources in this section. Student work in small groups on the individual sources.
10-minute write: Then they answer the question taking it in turns to write the answer in
each other books.
OR
Students divide into groups and are given an envelope with playing cards that have a certain
poker hand. Each hand is worth a number of points.
Students must then seek allies with other groups in order to assemble enough points to rule
all of China.
Debrief activity and make students aware of regional warlords in China in the 1920s, and
how this was a cause of Japanese expansion.
Interpretive Questions/ToK Link:
 Do you think that culture or geopolitics has is the greatest determination on the future of nations?
16
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Assessment:
P1 Questions
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 1: Japanese expansion in East Asia (1931–1941)
8.
Causes of Japanese
Expansion:
Historiography
Students should
demonstrate knowledge and
understanding of the
conditions that bred
extreme nationalism and a
desire of empire in Japan up
to 1931
Students view online presentation on historiography relating to Japanese expansion 193141. http://www.onthisday.com/asia/japan_bibliography.php
Students will be able to
describe, explain & analyse
the the different historical
arguments that seek to
explain Japanese
expansionism.

Students will demonstrate
an understanding of
historical processes:
Continuity, causation and
perspective and OPCVL
Required Reading:
Andy Daily, The Move To Global War, Chapter,
http://internationalschoolhistory.weebly.
com/sl-case-study-japanese-expansionineast-asia-1931ndash1941.html
http://www.onthisday.com/asia/japan_bibliography.
php
Students complete a chart on various historical perspectives on Japanese expansion and
their supporting evidence.







Barnhart, Michael A. Japan Prepares for Total War: The Search for Economic Security,
1919-1941, Ithaca, 1987.
Choucri, Nazli, Robert C. North and Susumu Yamakage. The Challenge of Japan before
Would War II and after: A Study of National Growth and Expansion, London, 1992.
Dower, J. W. Empire and Aftermath: Yoshida Shigeru and the Japanese Experience,
1878-1954, Cambridge (Massachusetts), 1979.
Dower, J. W. War Without Mercy: Race and Power in the Pacific War
Iriye, Akira. The Origins of the Second World War in Asia and the Pacific
Jones, F. C. Japan's New Order in East Asia: It's Rise and Fall 1937-45, London, 1954.
Peattie, Mark R. Ishiwara Kanji and Japan's Confrontation with the West, Princeton,
1975.
Storry, Richard. Japan and the Decline of the West in Asia 1894-1943, London, 1979.
Students work individually or in pairs to find book reviews on JSTOR/Amazon for the above
historians; make a summary of each historian’s main arguments.
What factors do they emphasis?
What praise is there for the historian?
What criticisms are present?
Which other historian do they share commonalties or differences with?
Using Google books, find an extract of each author/book and find some quotes to support
your findings.
HMK:
Read one of the following found on JSTOR
Iriye, Akira. 'Japanese Imperialism and Aggression: Reconsiderations', The Journal of Asian
Studies, XXIII, 1, 1963, pp.103-113.
Nish, Ian. 'An Overview of Relations between Japan, 1895-1945', China Quarterly, CXXIV,
1990, pp.601-623.
Interpretive Questions/ToK Link:
 Why should we study the history of history? See In Defence of History by Richard J Evans
17
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Assessment:
P1 Questions
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 1: Japanese expansion in East Asia (1931–1941)
9.
Paper 1 Creation and
self/peer assessment
Lesson Objective:
Peer/Self-Assessment
How to answer the different
paper 1 questions
Students create their own Paper 1
Understanding the Paper 1
markscheme
1. Use Cornell Note
Taking framework for
History
Reinforce the P1 question types and review them/mark schemes and tips
2. Mixed ability
pairings for
discussions
Use sample paper as a formatting guide
In pairs students using the textbook, extract sources to produce a Paper 1 as part of
class and homework.
Required Reading:
Andy Daily, The Move To Global War, Chapter
Andy Daily and Sarah Webb, Access to History for the
IB Diploma: Causes, Practices and Effects of Wars,
Hodder Education
Keely Rogers and Jo Thomas The Move to Global
War: Course Companion Oxford IB Diploma
Programme
HMK: Produce Paper 1. Next lesson – students to swap with another pair to
complete each other's Papers, and then to mark them
Assessment:
Peer and self-assessment of extended answer - look at the attached mark scheme
Tips on how to answer questions
P1 Questions
Interpretive Questions/ToK Link:
 Why should we study the history of history? See In Defence of History by Richard J Evans
18
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 1: Japanese expansion in East Asia (1931–1941)
7.
The Dark Valley begins:
The Japanese invasion
of Manchuria, 1931
Manchurian Crisis - what
was the crisis about?
Lesson Objective:
Students should
demonstrate knowledge and
understanding of the
Manchurian Crisis in 1931
Students will be able to
describe, explain & analyse
the different historical
arguments that seek to
explain Japanese
expansionism into
Manchuria.
Students will demonstrate
an understanding of
historical processes:
Continuity, causation and
perspective
Required Reading:
Andy Daily, The Move To Global War, Chapter
Andy Daily and Sarah Webb, Access to History for the IB
Diploma: Causes, Practices and Effects of Wars, Hodder
Education
Keely Rogers and Jo Thomas The Move to Global War:
Course Compation Oxford IB Diploma Programme, 36-38
http://www.bbc.co.uk/history/worldwars/wwtwo/japan_q
uest_empire_01.shtml
Introduction and brainstorm about Manchuria
Blank Map - movement of Chinese and Japanese troops
Annotate the map with information regarding dates and events
Japanese invasion of Manchuria and northern China (1931)








Which incident triggered the invasion?
Who led this action?
What was the Japanese government's reaction when they found out the invasion
had taken place?
What happened at the start of the invasion?
What counter measures (if any) did the Chinese take to the invasion?
What did the Japanese do once they had control of Manchuria?
Describe the nature of the state they set up
Explain why the Japanese chose Henry Puyi to be the titular head of state for their
puppet regime?
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Source questions based on the international responses to the Manchurian Crisis
Start brainstorming answers to the question
P1 Questions
http://internationalschoolhistory.weebly.com/sl-casestudy-japanese-expansion-in-east-asia1931ndash1941.html
Interpretive Questions/ToK Link:
 Why should we study the history of history? See In Defence of History by Richard J Evans
19
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 1: Japanese expansion in East Asia (1931–1941)
8.
The Dark Valley begins:
The Japanese invasion
of Manchuria, 1931
Manchurian Crisis - what
was the crisis about?
Lesson Objective:
Students should
demonstrate knowledge and
understanding of the
Manchurian Crisis in 1931
Students will be able to
describe, explain & analyse
the different historical
arguments that seek to
explain Japanese
expansionism into
Manchuria.
Students will demonstrate
an understanding of
historical processes:
Continuity, causation and
perspective
Required Reading:
Andy Daily and Sarah Webb, Access to History for the IB
Diploma: Causes, Practices and Effects of Wars, Hodder
Education
Keely Rogers and Jo Thomas The Move to Global War:
Course Companion Oxford IB Diploma Programme, 36-38
http://www.bbc.co.uk/history/worldwars/wwtwo/japan_q
uest_empire_01.shtml
http://internationalschoolhistory.weebly.com/sl-casestudy-japanese-expansion-in-east-asia1931ndash1941.html
Consequence

What were the short-term effects of the Japanese invasion of Manchuria in i)
Japan ii) Manchuria iii) Asia iv) globally?

Which of these short term effects were most important and why?

What were the longer-lasting effects i) Japan ii) Manchuria iii) Wider region iv)
globally?

Which of these longer-term effects were most important and why?
Significance

Why is the Japanese invasion of Manchuria considered historically significant?

Why is it included in school curricula today?

Why was Manchuria so contested for so long?

Does the evidence support the idea that the invasion of Manchuria in 1931 was
significant or are other events more so?

Is there any evidence that it was not significant?
Perspectives

What justifications did Imperial Japan use for the invasion?

To what extent was Japanese foreign policy over Manchuria, led from 'below' and
dictated by the actions of relatively junior officers in the Kwantung army?

What justifications did the army provide?

Why have the native Manchurians been largely forgotten from the historical
narrative?

What are different historical interpretations of the invasion and occupation of
Manchuria?

What other groups have been ignored from the story of Manchuria?

Why is Manchuria part of global history?
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
P1 Questions
Looking at two past essays - what makes an essay good?
Marking the essays, discuss why you allocated the marks you did
Producing an essay plan for the question on Manchuria (LO)
Interpretive Questions/ToK Link:
 Why should we study the history of history? See In Defence of History by Richard J Evans
20
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
ASSESSMENT
prior knowledge,
scaffolding, extended
learning
Case study 1: Japanese expansion in East Asia (1931–1941)
10.
Responses to and
impact of the
Manchurian Crisis:
Students should
demonstrate knowledge and
understanding of the
Manchurian Crisis in 1931
Students will be able to
describe, explain & analyse
the different historical
arguments that seek to
explain Japanese
expansionism into
Manchuria.
Students will demonstrate
an understanding of
historical processes:
Continuity, causation and
perspective
Required Reading:
Andy Daily, The Move To Global War, Chapter 2, p. 54 - 64
Keely Rogers and Jo Thomas, The Move to Global War,
2015, pp. 39-42.
Students complete in-class reading from Andy Daily, The Move To Global War, 5764.
To what extent was the Manchurian Crisis responsible for the failure of the League
of Nations?
Students view YouTube clip and answer questions.
Students complete a paragraph that analyses a political cartoon found on Rogers &
Thomas, p. 59.
Students complete an origin, purpose, value and limitation exercise from Rogers &
Thomas, p. 62-63.
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
YouTube clip “Japan and the Manchurian Crisis.
https://www.youtube.com/watch?v=5D9VZH5Fi_4
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Paper 1 essay on the Manchurian Crisis:
To what extent was the Manchurian Crisis responsible for the failure of the League
of Nations? - select sources and plan a Q4 mini essay from p.54-64
Assessment:
Students create a Paper 1 using the
sources available on p. 54-64 of the text
book
Students complete graphic organizer on results of the Manchurian Crisis.
Thomas Cantwell, Contested Spaces: Conflict In the Pacific
1937-1951,
YouTube clip “The Road to War –
Japan”. https://www.youtube.com/watch?v=
yDv8NxGv9Yg
Interpretive Questions/ToK Link:
 Why should we study the history of history? See In Defence of History by Richard J Evans
21
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 1: Japanese expansion in East Asia (1931–1941)
10.
Japanese politics 19321937: Moving towards
the Second SinoJapanese War
Students should
demonstrate knowledge and
understanding of the
Manchurian Crisis in 1931
Students will be able to
describe, explain & analyse
the different historical
arguments that seek to
explain Japanese
expansionism into
Manchuria.
Students will demonstrate
an understanding of
historical processes:
Continuity, causation and
perspective
Required Reading:
Andy Daily, The Move To Global War, Chapter
Keely Rogers and Jo Thomas, The Move to Global War,
2015, pp. 39-42.
Thomas Cantwell, Contested Spaces: Conflict In the Pacific
1937-1951,
The Causes of the SSJ War
Read the PP on Showa Japan and makes notes using your text book and the PP
The notes should focus on Showa Japan and what was happening politically in
a. Japan
b. China
Between 1931 and 1936.
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
Structure the notes around PESCIM
OR
Read the following webpage and answer the discussion questions
The World at War: Discussion Questions
1. What was the economic situation in Japan around 1930? Why was this?
2. Who dominated the government in Japan at this time? What was their ambition?
3. Describe the international economic situation that fuelled military conflict among nations.
How did Japan fit into this situation?
4. Who was General Hideki Tojo?
5. Explain what an "ideology" is? What ideology was propagated by the Japanese leaders to
unite the country behind the war? Explain what role belief in the emperor's special status
played in the ideology. What role did racism play — the belief in the special qualities of
Japanese and other Asian peoples?
6. Give an example of a situation where the Japanese felt insulted by what they perceived as
the racism of Western countries.
From http://afe.easia.columbia.edu/special/japan_1900_power.htm
YouTube clip “The Road to War –
Japan”. https://www.youtube.com/watch?v=
yDv8NxGv9Yg
Interpretive Questions/ToK Link:
 Why should we study the history of history? See In Defence of History by Richard J Evans
22
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
P1 Questions
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
DIFFERENTIATION

Students complete questions on outbreak of the Second Sino Japanese War and the Second United
Front and its impact on Japan.


Students split into expert groups and write assessment paragraphs on responses.
1. Use Cornell Note
Taking framework for
History
Objectives, Concepts &
Skills
prior knowledge,
scaffolding, extended
learning
Case study 1: Japanese expansion in East Asia (1931–1941)
12.
The Start of the Second
Sino-Japanese War
1937-1941
Students should demonstrate
knowledge and understanding
of the political and military
situations in China and Japan
1931-1937
Students will be able to
describe, explain & analyse the
different historical arguments
that seek to explain the
Japanese invasion of China.
Students will demonstrate an
understanding of historical
processes: Continuity, causation
and perspective
Selected students read their paragraphs aloud and teacher discusses responses with the class.
The Causes of the War
Homework:
Political developments within China—the Second United Front
• What was the second united front?
• How did it begin?
• Which elements of the second united front played the largest role in fighting the Japanese?
• To what extent was the second united front a myth?
• To what extent was the second united front a reality?
• How did the second united front end?
http://internationalschoolhistory.weebly.com/sl-case-study-japanese-expansion-in-east-asia1931ndash1941.html
Required Reading:
Andy Dailey, The Move to Global War,
(London: Hodder Education), 2015,
pp. 65-81.
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
P1 Questions
http://internationalschoolhistory.weebly.com/sl-casestudy-japanese-expansion-in-east-asia1931ndash1941.html
Interpretive Questions/ToK Link:
 Why should we study the history of history? See In Defence of History by Richard J Evans
23
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 1: Japanese expansion in East Asia (1931–1941)
13-18.
Sino-Japanese War
1937: The causes,
course and practices
Lesson Objective:
Understanding the causes
and practices of the Sino
Japanese War
Using a film as historical
evidence
The Course of the War
Read the Key Point PP and Use p.158 -p.198
Each response should be a planned and considered answer to the question (PEEL)

Why was there little resistance to Japanese expansion in northern China?

Why did a major conflict break out between China and Japan in the summer of 1937?

Produce a timeline of the major engagements and events of the conflict between 1937
and 1941.
KMT
CCP
IJA
Quote from sources in support
Objectives
Strategies
Success+
Failures –
Effects on the enemy
Effects on civilians
Military position by 1941
Required Reading:
City of Life and Death DVD
War of Resistance Against Japan
Andy Dailey, The Move to Global War,
(London: Hodder Education), 2015, pp. 71-80.
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students


5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
HMK: Read the War of Resistance Against Japan pdf. chapter
P1 Questions
Explain why were the Japanese unable to force a decisive defeat on the Chinese forces?
Explain the nature and impact on China and Japan that the response of a. The League
b. The Soviet Union. c. The USA, d. Germany had on the conflict
PEEL a paragraph for each different country
P. 71-80 - Answer all of the source questions based on the sources in this chapt
Interpretive Questions/ToK Link:
 Why should we study the history of history? See In Defence of History by Richard J Evans
24
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 1: Japanese expansion in East Asia (1931–1941)
19.
Lesson Objectives:
Students read Dailey pp. 82-87 and write a paragraph on responsibility for the Pacific War
The Route to Pearl
Harbor
What Japanese actions
led to war with the USA?
Watch the following video clip - what is going on and how are the Japanese portrayed vs
how are the Americans portrayed?
To assess the roles and
responsibilities of the
USA in the declaration of
war.
Mind map of the causes of the Japanese attack on the USA. Look at it from a long- and shortterm perspective
Split the causes into Political, Social, Economic and Other – do you see any trends? Explain
what you see in no more than 100 words
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
With the help of the textbook, outline the events of 7-8th December 1941.
Answer the box on p. 85: How effective were Japan's attacks on its targets on 7-8
December 1941?
Headlines: Come up with 3 different headlines regarding this event (One from the US, one
from Japan and one from any European country). Prepare for a display of headlines showing
different interpretations of Pearl Harbor.
Required Reading
Andy Dailey, The Move to Global War,
(London: Hodder Education), 2015, pp. 82-87.
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
HMK: Contested Spaces: Conflict in the Pacific p.22-45: Answer all questions 1-17
on p.45
P1 Questions
Contested Spaces: Conflict in the Pacific p.22-45
Interpretive Questions/ToK Link:
 Why should we study the history of history? See In Defence of History by Richard J Evans
25
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
ASSESSMENT
prior knowledge,
scaffolding, extended
learning
Case study 1: Japanese expansion in East Asia (1931–1941)
20+21
Revision activities and practice source questions
Lesson Objective:
Revision and Test
Test: The Move to Global War - p. 96, case study from chapter 2
Revision and Test
1. Use Cornell Note Taking
framework for History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each with
short explanation
4. Full written answers for
G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast views
Required Reading:
Andy Daily and Sarah Webb, Access to History for the IB
Diploma: Causes, Practices and Effects of Wars, Hodder
Education
Test: The Move to Global War - p. 96,
case study from chapter 2
Keely Rogers and Jo Thomas The Move to Global War:
Course Compation Oxford IB Diploma Programme
P1 Questions
Interpretive Questions/ToK Link:
 Why should we study the history of history? See In Defence of History by Richard J Evans
26
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 2: German and Italian expansion (1933–1940)
20.
Investigating the
interwar conditions in
Europe 1920s-1930s
Lesson Objective:
To understand how the
Great Depression greatly
affected Europe in the
early 1920s
1. Use Cornell Note
Taking framework for
History
Video on Great Depression
Mindmap on the causes and effects of the Great Depression – how are they all
linked?
Questions on p. 100-108 on the economic effects, political effects and social
effects
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Required Reading:
P1 Questions
Andy Daily and Sarah Webb, Access to History for the IB
Diploma: Causes, Practices and Effects of Wars, Hodder
Education
Keely Rogers and Jo Thomas The Move to Global War:
Course Compation Oxford IB Diploma Programme
Interpretive Questions/ToK Link:
 Are events, rather than individuals more important in shaping the past?
27
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 2: German and Italian expansion (1933–1940)
21.
Lesson Objective
Key individuals present
in Japan, Italy and
Germany
Conduct research into the lives of Emperor Hirohito, Benito Mussolini and Adolf
Hitler
Complete a Facebook profile on your chosen character as outlined in the following
PowerPoint Presentation (save, edit and print)
Class discussion on how these three leaders impacted their respective countries.
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Required Reading:
Andy Daily and Sarah Webb, Access to History for the IB
Diploma: Causes, Practices and Effects of Wars, Hodder
Education
P1 Questions
Keely Rogers and Jo Thomas The Move to Global War:
Course Companion Oxford IB Diploma Programme
Interpretive Questions/ToK Link:
 Are events, rather than individuals more important in shaping the past?
28
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 2: German and Italian expansion (1933–1940)
22.
Origins of Mussolini’s
Foreign Policy
Lesson Objectives: To
investigate the impact of
fascism on Italian foreign
policy
Students copy spider diagram from Rogers & Thomas, p. 84.
Students read Rogers & Thomas, pp. 85-100 and use information to add details to
their spider diagram.
Students write a paragraph on the success or failure of Mussolini’s foreign policy.
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Required Reading:
Andy Daily and Sarah Webb, Access to History for the IB
Diploma: Causes, Practices and Effects of Wars, Hodder
Education
P1 Questions
Keely Rogers and Jo Thomas, The Move to Global War,
2015, pp. 84-103.
Interpretive Questions/ToK Link:
 Are events, rather than individuals more important in shaping the past?
29
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 2: German and Italian expansion (1933–1940)
23.
Origins of Mussolini’s
Foreign Policy
Lesson Objective: How
did Mussolini's Fascist
Party affect Italian foreign
policy?
Picture: See-Think-Wonder as a class
Timeline of events between 1870-1933 – what is going on in the years leading up to
1933?
Creating Headlines activity using the following images: 1 and 2
Mindmap factors influencing Mussolini's foregin policy and expand with suitable
examples and explanations
Source questions from The Move to Global War p. 112-118, complete for
homework.
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Required Reading:
P1 Questions
Andy Daily and Sarah Webb, Access to History for the IB
Diploma: Causes, Practices and Effects of Wars, Hodder
Education
Keely Rogers and Jo Thomas The Move to Global War:
Course Compation Oxford IB Diploma Programme
Interpretive Questions/ToK Link:
 Are events, rather than individuals more important in shaping the past?
30
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 2: German and Italian expansion (1933–1940)
24.
Changing Alignments in
Europe after 1933
Lesson objective: What
factors had an impact on
Italy’s foreign policy in
the 1930s?
Students complete in-class reading from Rogers & Thomas pp. 132-134.
Students complete the two source-based content questions found in Rogers &
Thomas, p. 134.
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Required Reading:
Andy Daily and Sarah Webb, Access to History for the IB
Diploma: Causes, Practices and Effects of Wars, Hodder
Education
P1 Questions
Keely Rogers and Jo Thomas, The Move to Global War,
2015, pp. 132-134.
Interpretive Questions/ToK Link:
 Are events, rather than individuals more important in shaping the past?
31
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 2: German and Italian expansion (1933–1940)
25.
Italian invasion of
Abyssinia
Lesson Objective: Why
did Mussolini invade
Abyssinia in October
1935?
Students divide into groups and are given flashcards. Groups use the flashcards to
add the details to the appropriate category.
Students complete a one-page commentary that analyses the reasons for Italy’s
invasion.
Read through the presentation and pay close attention to the actions of Mussolini
and Italy
Read the first handout and answer the source questions on Mussolini and the
Abyssinian Crisis
Research the view points of Italy, France and Britain, prepare for hot seat
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Required Reading:
Andy Daily and Sarah Webb, Access to History for the IB
Diploma: Causes, Practices and Effects of Wars, Hodder
Education
P1 Questions
Keely Rogers and Jo Thomas, The
Move to Global War, 2015, pp. 134-140.
Interpretive Questions/ToK Link:
 Are events, rather than individuals more important in shaping the past?
32
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 2: German and Italian expansion (1933–1940)
26.
Italian invasion of
Abyssinia
Understanding what the
Abyssinia Crisis was and
the consequences of the
crisis meant for Italy
Hot seat – Italy, France and Britain
1. Use Cornell Note
Taking framework for
History
What do you think were the different perspectives on the invasion? Consider the
permanent members of the League, then consider the smaller nation members,
and finally the views of non-members such as the USA.
2. Mixed ability pairings
for discussions
Read the impassioned speech by Selassie, via the link. Identify the key points he
makes to the League on why member states must act to defend Abyssinia. The
British public (generally) supported action by the League, and public opinion was
more important at this time, as a general election was pending in November. In
France, the leftwing element also supported the League, whilst the right-wing was
more sympathetic to Italy’s cause.
Homework: Questions on page 119-129
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Required Reading:
Andy Daily and Sarah Webb, Access to History for the IB
Diploma: Causes, Practices and Effects of Wars, Hodder
Education
P1 Questions
Keely Rogers and Jo Thomas The Move to Global War:
Course Compation Oxford IB Diploma Programme
Interpretive Questions/ToK Link:
 Are events, rather than individuals more important in shaping the past?
33
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 2: German and Italian expansion (1933–1940)
27.
Results of the Italian
invasion of Abyssinia
Lesson Objective: What
were the results of the
Abyssinian War?
Students complete a graphic organizer on various reactions to the Italian invasion
of Abyssinia, eg. UK, France, League of Nations.
Students read Rogers & Thomas, pp. 146-154 – Homework.
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Required Reading:
Andy Dailey, The Move to Global War, 2015, pp.
122-129.
P1 Questions
Keely Rogers and Jo Thomas, The Move to Global War,
2015, pp. 138-140.
Interpretive Questions/ToK Link:
 Are events, rather than individuals more important in shaping the past?
34
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 2: German and Italian expansion (1933–1940)
28.
Italian foreign policy up
to 1940: Historiography
Lesson objective: What
factors influenced
Mussolini’s foreign
policy?
Students use notes made from YouTube clips by Professor John Gooch and Rogers
& Thomas reading to create a graphic organizer that outlines the various theses
and evidence on Mussolini’s foreign policy.
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Required Reading:
Andy Daily and Sarah Webb, Access to History for the IB
Diploma: Causes, Practices and Effects of Wars, Hodder
Education
Keely Rogers and Jo Thomas, The Move to Global War,
2015, pp. 84-103.
YouTube clip “Mussolini’s Foreign Policy in the 1920s and
1930s, Parts 1,2,3 and 4.
https://www.youtube.com/watch?v=ugR7y20dv_8
https://www.youtube.com/watch?v=ZwFd5W3RA3M
https://www.youtube.com/watch?v=L2kDWYrZ9w
https://www.youtube.com/watch?v=1GrT6DSc5tQ
P1 Questions
Interpretive Questions/ToK Link:
 Are events, rather than individuals more important in shaping the past?
35
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
Case study 2: German and Italian expansion (1933–1940)
29.
Changes and challenges
to the World War I
settlements 1933-38
Lesson Objective:
Investigating the
changing diplomatic
alignments: The RomeBerlin Axis and the AntiComintern Pact
Students work in groups of 4 to create a graphic organizer on the various
diplomatic events involving Germany 1933-37 and their resultant effect on the
international situation, eg. Saar, Rhineland, Poland, Disarmament Conference, AntiComintern Pact, Hossbach Memorandum.
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Required Reading:
Andy Daily and Sarah Webb, Access to History for the IB
Diploma: Causes, Practices and Effects of Wars, Hodder
Education
P1 Questions
Keely Rogers and Jo Thomas, The Move to Global War,
2015, pp. 157-169.
Interpretive Questions/ToK Link:
 Are events, rather than individuals more important in shaping the past?
36
ASSESSMENT
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
ASSESSMENT
prior knowledge,
scaffolding, extended
learning
Case study 2: German and Italian expansion (1933–1940)
30.
German Expansion 19381940
Lesson Objective: To
what extent was Hitler
successful in carrying out
his foreign policy aims?
Students work in groups of 3-4 to complete a graphic organizer on the causes and
events of the Anschluss, the Sudeten Crisis, further invasions of Czechoslovakia and
the German invasion of Poland.
Homework: Create a visual representation with detailed information about Hitler's
Road to War
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Required Reading:
P1 Questions
Andy Daily and Sarah Webb, Access to History for the IB
Diploma: Causes, Practices and Effects of Wars, Hodder
Education
Keely Rogers and Jo Thomas, The Move to Global War,
2015, pp. 170-191.
Interpretive Questions/ToK Link:
 What did Carl von Clausewitz mean when he claimed that ‘war is the continuation of politics by other means’? Can this be applied to an understanding of the causes of the SWW?
37
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
ASSESSMENT
prior knowledge,
scaffolding, extended
learning
Case study 2: German and Italian expansion (1933–1940)
31.
Responses to German
Expansion
What was the
international reaction to
the German
rearmament?
Students view Low cartoon on Rogers & Thomas, p. 215.
Students then answer the accompanying questions found on Rogers & Thomas, p.
219.
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Required Reading:
Andy Daily and Sarah Webb, Access to History for the IB
Diploma: Causes, Practices and Effects of Wars, Hodder
Education
P1 Questions
Keely Rogers and Jo Thomas, The
Move to Global War, 2015, pp. 213-216, 218-231.
Interpretive Questions/ToK Link:
 What did Carl von Clausewitz mean when he claimed that ‘war is the continuation of politics by other means’? Can this be applied to an understanding of the causes of the SWW?
38
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
ASSESSMENT
prior knowledge,
scaffolding, extended
learning
Case study 2: German and Italian expansion (1933–1940)
32-34.
The Debate over
Appeasement and the
Origins of World War II
Lesson Objectives: What
were the reactions of
Britain and France to
Hitler’s actions 19391940?
Students work in groups of 3 to make a video on the significance of Appeasement
in causing World War II.
Students then complete an in-class practice IB Paper 1 on the 1938 Munich
Conference.
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Required Reading:
Andy Daily and Sarah Webb, Access to History for the IB
Diploma: Causes, Practices and Effects of Wars, Hodder
Education
Keely Rogers and Jo Thomas, The Move to Global War,
2015, pp. 227-231.
Frank McDonough, The Origins of the First and Second
World Wars, (London: Cambridge University Press), 1997,
pp. 90-111.
Richard Overy, The Origins of the Second World War,
(London: Longman), 1987, pp. 88-92.
IB Paper 1 on the 1938 Munich
Conference.
P1 Questions
Interpretive Questions/ToK Link:
 What did Carl von Clausewitz mean when he claimed that ‘war is the continuation of politics by other means’? Can this be applied to an understanding of the causes of the SWW?
39
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
ASSESSMENT
prior knowledge,
scaffolding, extended
learning
Case study 2: German and Italian expansion (1933–1940)
35.
Revision
Lesson Objective: To
revise Japanse
Expansionism, Italiam
Expansionism and
German Expansion
Revision strategies: Japanese Expansionism, Italian Expansionism and German
Expansionism
Looking at Bullet points – strengths and weaknesses – traffic light
Strategies of how to revise and where to start
1. Use Cornell Note
Taking framework for
History
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Required Reading:
Andy Daily and Sarah Webb, Access to History for the IB
Diploma: Causes, Practices and Effects of Wars, Hodder
Education
P1 Questions
Keely Rogers and Jo Thomas The Move to Global War:
Course Companion Oxford IB Diploma Programme
Interpretive Questions/ToK Link:
 What did Carl von Clausewitz mean when he claimed that ‘war is the continuation of politics by other means’? Can this be applied to an understanding of the causes of the SWW?
40
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
ASSESSMENT
prior knowledge,
scaffolding, extended
learning
Case study 2: German and Italian expansion (1933–1940)
1. Use Cornell Note
Taking framework for
History
35.
Lesson Objectives: Test
Test
Test: Paper 1 done in class.
2. Mixed ability pairings
for discussions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Required Reading:
Andy Daily and Sarah Webb, Access to History for the IB
Diploma: Causes, Practices and Effects of Wars, Hodder
Education
P1 Questions
Keely Rogers and Jo Thomas The Move to Global War:
Course Companion Oxford IB Diploma Programme
Interpretive Questions/ToK Link:
 What did Carl von Clausewitz mean when he claimed that ‘war is the continuation of politics by other means’? Can this be applied to an understanding of the causes of the SWW?
41
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
DIFFERENTIATION
ASSESSMENT
prior knowledge,
scaffolding, extended
learning
Case study 2: German and Italian expansion (1933–1940)
36.
Paper 1 Reflection
Lesson Objective: To
write a thorough
reflection based on the
test and course.
1. Use Cornell Note
Taking framework for
History
Reflection: WWW and EBI
Hints and tips on paper 1
2. Mixed ability pairings
for discussions
Questions
3. EAL/IN can write
summary mind map of
main answers, each
with short explanation
4. Full written answers
for G+T students
5. G&T
Use primary source
evidence (see files) to
compare/contrast
views
Required Reading:
Andy Daily and Sarah Webb, Access to History for the IB
Diploma: Causes, Practices and Effects of Wars, Hodder
Education
P1 Questions
Keely Rogers and Jo Thomas The Move to Global War:
Course Companion Oxford IB Diploma Programme
Interpretive Questions/ToK Link:
 What did Carl von Clausewitz mean when he claimed that ‘war is the continuation of politics by other means’? Can this be applied to an understanding of the causes of the SWW?
42
WEEK &
LESSON
UNIT
QUESTION/
LESSON TITLE
LEARNING
EXPERIENCES:
APPROACHES TO TEACHING & LEARNING STRATEGIES
(content, teaching methods; types of assessment; literacy, ICT)
Objectives, Concepts &
Skills
43
DIFFERENTIATION
prior knowledge,
scaffolding, extended
learning
ASSESSMENT