UNIT TITLE: World War II – its Origins and Significance for New Zealanders
1918 – 45
Big Ideas/ Key concepts:
Year level: Yr11
Curriculum level: 6
Duration: 10 weeks
* Most families in NZ were affected in some way by World War II.
* The causes of WWII are closely linked to the failure of attempts to find a
lasting peace after WWI.
* World wide depression resulted in some countries adopting militant
expansionist policies to solve their economic problems
* Democratic nations learned that appeasement was not an effective way
of dealing with aggressive militant and dictatorial governments.
* The spread of war in Europe and Asia soon threatened New Zealand’s
security.
Achievement Objectives:
Success indicators:
Students will gain knowledge,
skills and experience to:
Students can:
6.1 - Understand how causes and consequences
of past events that are of significance to NZers,
shape the lives of people and society.
- select and explain the causes of past events
- order past events in terms of importance
- identify the consequences of past events
- link causes and consequences
6.2 - Understand how people’s perspectives on
past events that are of significance to NZers, differ.
- identify and describe perspectives on past events
- debate an event from different perspectives
- make links or contrasts between the experiences of people in the past and their
own experiences
- compare their experiences with those of people in the past
(1)
Key Principles
Key Values
Key competencies
Particular values to be encouraged in students are: Thinking: (eg)
Designing relevant questions
 excellence by aiming high and persevering
Comparing/contrasting
in the face of difficulties;
Evaluating
 innovation, inquiry and curiosity by
Synthesising
thinking critically, creatively and
Hypothesising
reflectively;
 diversity as found in our different cultures Using Language, symbols and texts: (eg)
and heritage;
Reading
Describing
 equity through fairness and social justice;
Researching
 community and participation for the
Identifying key facts, ideas, and
common good;
relationships in written and
 respect for themselves, others, and human
visual documents
rights.
Writing essays etc
Through their learning experiences, History
students will in particular, develop the ability to:
 explore with empathy, the values of
others;
 critically analyse values and actions based
on them;
 discuss disagreements that arise from
differences in values.
Managing Self: (eg)
Organising research
Showing initiative in finding
sources
Keeping effective notes and
folder
Completing assignments on time
Relating to others: (eg)
Working effectively in groups
Listening to others
Showing courtesy
Respecting other points of view
Participating and Contributing: (eg)
Verbal interaction in
classroom/groups
Questioning
Offering opinions
Leadership
Co-operation
(2)
Learning context(s) and
Achievement Objectives
(A)
Learning Activities
Success Indicators and some Relevant
Key Competencies
Possible
Assessment
Opportunities
Introduction:
FQ: How did WWII influence
the lives of NZers?
Consider:
(i)
-
Students will interpret
sources relating to the
impact of WWII on NZers
(ii)
Video: Threat of Invasion
Conscription
Deaths and injuries
Rationing
Women in the work force
Economic consequences
Identity
Preparation for Invasion
Expected Outcomes:
Students will identify how the
consequences of a past event of
significance to NZers shaped the
lives of people and society.
Skills:
- Interpreting sources
-
Viewing for understanding
Students can describe a range of ways
NZers’ lives were affected by WWII
and rank them in order of importance.
AS 1.3
(Interpreting
Sources)
Key Competencies:
- Thinking: identifying, explaining
-
Using Language etc: describing,
identifying key facts etc
-
Participating and Contributing: Verbal
interaction in class, questioning,
offering opinions
(3)
Learning context(s) and
Achievement Objectives
Possible Learning Activities
Success Indicators and some Relevant
Key Competencies
Possible
Assessment
Opportunities
(B) Attempts to establish
a lasting peace after WWI:
FQ: Why did the peace
efforts after WWI fail to
achieve a lasting peace?
Consider:
-
-
Effects of WWI
Paris Peace Conference
The Treaty of Versailles, its
intentions, perspectives,
outcomes
Crisis 1923
Attempts at collective
security: the League of
Nations, Locarno and KellogBriand Pact
Expected Outcomes:
Students will gain knowledge, skills
and experiences to:
-
-
Identify and explain the
causes and consequences of
the attempts to establish a
lasting peace after the
devastation of WWI.
Describe how people’s
perspectives on these events
differed.
Students can:
- identify a range of consequences of WWI
- describe the main terms of the Treaty of
- Identify the key
consequences of World War I Versailles
- locate places and changes on a map of
- Select and explain terms,
Europe
causes and consequences of
- explain causes/ consequences of treaties
treaties 1919 – 20
1919-20
- Describe and explain
- identify and describe differing perspectives
different perspectives of the
of the Treaty of Versailles
Treaty of Versailles
- rank efforts to achieve peace 1919- 29 in
- Identify strengths/
weaknesses of the League of order of importance re maintaining peace
- debate the merits of the Treaty of Versailles
Nations
from differing perspectives
- List attempts to secure a
- identify the weaknesses inherent in the
lasting peace 1919-29 in
chronological order and then Covenant of the League of Nations
in order of importance
Key Competencies:
- Document study to identify
- Thinking: identifying, ordering,
potential weaknesses in the
cause/effect, empathy
Covenant of the League of
- Using language etc: reading,
Nations
describing, identifying key facts etc
Managing self: notes
Ref: Bowen pp1-16
- Participating and Contributing: verbal
Francis pp4-27
interaction, questioning etc
AS 1.4
(Perspectives)
AS 1.5
(Causes and
consequences of an
event)
(4)
Learning context(s) and
Achievement Objectives
Possible Learning Activities
Success Indicators and some Relevant
Key Competencies
Possible
Assessment
Opportunities
(C) Challenges to Peace in the
1930’s:
FQ: How did the Great
Depression help bring about
the Rise of Expansionist
Fascist Governments and why
was this a threat to world
peace?
Consider:
Depression (causes,
features, Consequences)
- Aggression by Fascist
powers (Japan, Italy,
Germany, Spain)
- Appeasement and its failure
by 1938
N/B Anschluss, Munich
- Military pacts
(Rome/Berlin/Tokyo Axis,
German/ Soviet NonAggression Pact)
Students can:
Could include:
-
-
Expected Outcomes:
Students will gain knowledge, skills
and experiences to:
-
-
identify the main causes,
features and consequences of
the Great Depression
define Fascism
-
-
Describe a range of causes of the
Depression
-
Define Fascism
-
Construct a flow chart of the spread of
the Depression
-
Describe acts of aggression 1929-38
for each of Japan, Italy, Germany and
explain why each was a danger to
peace
-
Explain the causes and consequences
of the failure of the League of Nations
-
Define appeasement
-
Argue a case for or against this policy
(appeasement)
-
Debate an event (Anschluss, Munich
Agreement) from different
perspectives
Discuss causes of the
Depression
Draw an illustrated flow
diagram to show how the
Depression spread from the
US to the rest of the world
- Analyse sources showing
effects of the Depression
- Compare responses to the
Depression (Russia, France/
Britain/ USA, Japan, Italy,
Germany)
-
-
Describe the main features of
Fascist governments
Identify acts of aggression by
each of the Fascist govts and
explain why each was a
threat to peace 1929-38
AS 1.5
(Causes and
consequences of an
event)
AS 1.4
(Perspectives)
AS 1.3
(Interpreting
Sources)
(5)
-
-
explain the rise and
development of Fascist
governments and their
policies in Germany, Italy,
Spain and Japan
explain how the rise
of Fascist governments and
their policies threatened the
peace
- identify the impact of Fascist
aggression on the League of
Nations and efforts to achieve
disarmament after 1930
-
-
identify the causes and
consequences of appeasement
debate at least one
significant event from
different perspectives e.g.
Anschluss, Munich
-
Describe the main attempts
by the League of Nations to
control aggression and
explain why the different
attempts failed
-
Explain the reasons for and
consequences of
appeasement to 1938
Key competencies:
-
-
Debate the different
perspectives regarding
Anschluss with Austria of:
Hitler
Von Schuschnigg
Chamberlain
Debate the different
perspectives regarding the
Munich Agreement of :
Beres
Chamberlain
Hitler
-
Thinking: arguing pros/cons,
explaining
-
Using Language etc: reading,
describing, identifying facts, ideas etc
in visual and written sources
-
Managing self: Notes/folder
-
Participating and Contributing:
questioning, offering opinions,
debating
(6)
Learning context(s) and
Achievement Objectives
Possible Learning Activities
Success Indicators and Some
Relevant Key Competencies
Possible
Assessment
Opportunities
(D) The Outbreak and Spread
of War in Europe and the
Pacific 1939-45:
FQ: How did war break out
and spread in Europe and the
Pacific?
Consider:
- The invasion of Poland 1939
- The Battle of Britain
Aug-Oct 1940
- The invasion of Russia 1941
- Pearl Harbour and war in the
Pacific 1941
- The fall of Singapore
- The Battle of the Coral Sea
- NZ response to the threat of
invasion
- The atom bomb and an end
to war in the Pacific
Could include:
- Explain the causes and
consequences of Hitler’s
decision to invade Poland in
1940
-
Map Germany’s conquests
1939 – 41
-
Locate Germany’s conquests
1939 – 41 on a map
-
Make a timeline of the
expansion of war in Europe
1939 – 41
-
Construct a timeline of the spread of
war in Europe 1939-41
-
Write an imaginary series of
dated diary entries of a
school student in Britain
during the Battle of Britain.
In this describe your
experiences and explain your
feelings about Hitler
Make links or contrasts between their
own experiences and those of a school
student in Britain during the Battle of
Britain
Expected Outcomes:
Students will gain knowledge, skills
and experiences to:
-
explain the causes and
consequences of Germany’s
invasion of Poland
Students can:
- Select and explain causes
of events such as the invasion of
Poland in 1939 and the invasion of
Russia in 1941
-
Explain the causes and
consequences of Hitler’s
decision to invade Russia in
1941
-
Carry out an investigation of a key
event in Japan’s expansion into the
Pacific (1941-45) which is of
significance to NZers
-
Demonstrate an understanding of the
event and its significance to NZers
AS 1.1
(Carry out an
investigation etc)
AS 1.2
(Demonstrate
understanding of an
historical event etc)
(7)
-
compare or contrast
experiences of people in
Britain and people in NZ
during the Battle of Britain
Aug – Oct 1940
-
Research and explain the
causes and consequences for
NZers of Japan’s attack on
Pearl Harbour in Dec 1941
-
explain the causes and
consequences of Germany’s
invasion of Russia in June
1940
-
Research and demonstrate an
understanding of how news
of key events in the war in
the Pacific was received by
people in NZ
-
explain the causes and
consequences of Japan’s
attack on Pearl Harbour in
Dec 1941
-
describe the spread of war in
the Pacific
-
identify and explain the
significance to the lives of
NZers of the threat of
invasion by Japan
Key Competencies:
-
Thinking: Selecting relevant questions
for research
-
Using Language etc: reading,
researching, identifying key facts,
ideas, etc
-
Managing self: organizing research,
showing initiative in finding sources,
organizing research notes
(8)