|
Growing global interconnectedness in trade, collective learning in technology and science, and empire building would create the conditions for the progress which would lead to what historians refer to as the 'First Globalisation' by 1914. The same developments would lead to the destruction of this global system. The period between 1914 and 1945 was the most deadly in human history.
|
|
|
The BIG STORY OF YEAR 9: increasing interconnectedness brings both benefits and costs |
WHY WAS THE FIRST HALF OF THE 20TH CENTURY THE MOST VIOLENT IN HUMAN HISTORY?
L how did THE INDUSTRIAL REVOLUTION create the first global network?
|
LESSON 1: THE INDUSTRIAL REVOLUTION (1/1)
|
a. THE INDUSTRIAL REVOLUTION 1700's-1900
- DQ's: What caused the Industrial Revolution?
- In what ways would Industrialisation create the causes for and means of fighting ever more violent conflicts?
ACTIVITY 1: WHAT CAUSED THE INDUSTRIAL REVOLUTION? Researching the causes of the industrial revolution. Create a spider diagram of the various different causes of the Industrial Revolution using the Chapter on Quarry Bank mill from the Minds and Machines Textbookquarry_bank_mill_chapter.pdf and the videos below:
|
Iron had been used for over 3000 years by human beings, however it was in the 1730's that the true potential of Iron as a material were realized. How would these changes affect human progress over the next 150 years?
Watch the video (from 2:22) on developments in the Iron Industry that occurred in the 18th century (1700's). Consider what the impacts of these developments would be on future conflicts? |
|
|
|
The Factory system developed in Britain in the early 1800's. It provided the means by which the increasing quantities of raw materials from Britains empire could be turned into finished products by making the supply chain more interconnected and efficient. How would this development affect future conflicts?
|
L How did the industrial revolution make warfare more deadly?
|
LESSON 2: THE INDUSTRIAL REVOLUTION (2/2)
|
ACTIVITY 2: Look over the following images: Why would the industrial revolution lead to the conditions by which the beginning of the 20th century would be so violent? Divide the cards into two piles and compare and contrast the changes that have occurred between the two periods. Stick the two different piles in to your book and annotate each card using the following questions to annotate...
1. In what ways did the industrial Revolution necessitate these changes?
2. Would these changes be able to occur without a Revolution in Industry in the period between 1750-1900?
3. In what ways did the changes make warfare more likely and more deadly?
1. In what ways did the industrial Revolution necessitate these changes?
2. Would these changes be able to occur without a Revolution in Industry in the period between 1750-1900?
3. In what ways did the changes make warfare more likely and more deadly?
| warfare_changes.docx |
ACTIVITY 3 REFLECTION : Use the Industrial Revolution reflection space at the bottom of the visual organizer to reflect on why the Industrial Revolution would cause more wars and why these would be more violent in the future?
INDUSTRIAL REVOLUTION EXTRA RESOURCES/DIGITAL LIBRARY
|
|
| |||
l How did empire building cause global conflicts?
|
HOW DID EMPIRE BUILDING CAUSE GLOBAL CONFLICTS?
|
b. EUROPEAN EMPIRE BUILDING 1850-1914
- DQ's: Why did the Industrial Revolution necessitate the building of empires?
- What was it like to be colonised?
- How did colonisation create inequity and global tension?
ACTIVITY 1: 1850-1914: KEYNES ON THE FIRST AGE OF GLOBALIZATION. In what ways according to the British economic genius John Maynard Keynes was the world an interconnected and global economy by 1914? Why was this caused to a large part by the Industrial Revolution? In what ways was the world similar and different to the world of today?
Source A: A retrospective view of the world of 1914 before the First World War, J.M. Keynes writing in the 1920's.
J.M. Keynes, British Economist
|
The inhabitant of London could order by telephone, sipping his morning tea in bed, the various products of the whole earth, in such quantity as he might see fit, and reasonably expect their early delivery upon his doorstep; he could at the same moment and by the same means adventure his wealth in the natural resources and new enterprises of any quarter of the world, and share, without exertion or even trouble, in their prospective fruits and advantages; or he could decide to couple the security of his fortunes with the good faith of the townspeople of any substantial municipality in any continent that fancy or information might recommend. |
ACTIVITY 2: MAPPING EMPIRE AND GLOBAL INTERCONNECTION. Choose 2 empires from the 9 below. Using the following resource, Identify on the map of the world, colonies that belonged to the countries empire. In small groups feedback the other countries that you need to identify and label these on your own copy of the map. Reflection Questions:
- By 1914 how much of the world had been colonized?
- What economic reasons did European countries have for wanting colonies and building empires?
- What other reasons could there be for acquiring colonies other than economic ones?
- Why would the process of colonization and Empire building create tension and make war more likely and more violent?
| empires_map.docx |
ACTIVITY 3: WHY DID EUROPEAN COUNTRIES WANT EMPIRES AND HOW FAR WAS THIS CASUED BY INDUSTRIALISATION?
|
Watch the clip from timelines TV and list all of the ways that Trade contributed to the building of Empires? Here's some questions to think about as you watch: Why was the East India company interested in the Indian subcontinent? Did they originally start with the intention of colonizing India in the 1700's? What did the East India Company trade with India? After industrialization why did the British want to have colonies like India? Why was India eventually taken over by the British government in 1858?
|
|
l empire building lesson 2: aFRICA
l the first world war
|
EMPIRE: LESSON 2 (2/2)
|
The World in 1914.
|
Look at the map of Africa Below: How does the map of Africa in 1880 look different to the one in 1913?
How could this change have been achieved?
What could be some of the consequences and impacts for the people of Africa?
What could be some of the consequences for the states of Europe?
What might be some of the modern day consequences of this event?
How could this change have been achieved?
What could be some of the consequences and impacts for the people of Africa?
What could be some of the consequences for the states of Europe?
What might be some of the modern day consequences of this event?
|
Watch the clip on the scramble for Africa and consider the causes and consequences of the carve up of Africa between 1850 and 1910. You might like to use the following questions to make notes around.
Why were the British and other European countries interested in in Africa? What methods did they use to establish their control in Africa? What do you think it was like to be colonized by Europeans? |
|
ACTIVITY 4: WHAT WAS IT LIKE TO BE COLONISED? Read through the following case studies from the British Empire and make a table of all of the costs and benefits of living under British rule? Make sure that after each point you include their name and the British colony in which they lived.
| the_ruled.pdf |
ACTIVITY 5 REFLECTION : Use the Empires reflection space at the bottom of the visual organizer to reflect on why the process of European Empire building would cause more wars and why these would be more violent in the future?
|
|
Globalization Essential Understanding: Slowing down globalization can happen for many reasons, including but not limited to: war, a desire to protect domestic industries or a desire to collect taxes on imports.
|
|
WWI: LESSON 1 (1/2)
|
|
c. THE FIRST WORLD WAR 1914-1918
|
|
|
INTRODUCTION: During this sequence of learning you will discover that the causes of the First World War were rooted in the processes of the previous century: namely the Industrial Revolution across Europe and the colonization of the Earth by these same powers. We call this process Imperialism. Whilst both processes brought greater interconnection than had ever been known before, the root of these interconnections was unequitable (unfair) and the economic system on which it was based; empire, created rivalries, tension and protest between powers and from those that had been colonized. Keynes could laud many of the benefits of the pre-1914 global system but he mentions none of the costs. It was these costs of the 'First Age of Globalization' when exposed by events in Europe that would plummet the world into the first crisis of the 20th Century: The First World War (1914-1918).
|
What's in a name?: How important are names in the way that we think about events. At the time it was known as the 'Great War for Civilization' or the 'War to End all Wars'. How do these two alternative names affect you understanding of the conflict?
Map of Europe in 1900.
|
CAUSES OF THE FIRST WORLD WAR (1914-1918): A SIMULATION
This is a teacher led simulation that requires setting up time (approx 30 mins with printing and cutting etc). It will need a whole lesson to complete. To be directed to the teacher resources for this lesson follow this link (password protected)
|
WWI LESSON 2: (2/3)
|
WHAT DEVELOPMENTS OF THE INDUSTRIAL REVOLUTION MADE THE WAR SO LENGTHY AND VIOLENT
|
INTRODUCTION: The event that would trigger the First World War was the assassination of the Archduke and heir to the Austro-Hungarian throne by a Serb Nationalist in the city of Sarajevo on 28th June 1914. This provoked the leadership of Austria-Hungary to demand that the Kingdom of Serbia agree to an ultimatum document that was unlikely to be agreed to by the Serbs. At this point it looked as though the Serbs would capitulate or the Austrians back down.
However the key moment came on 5th July when Germany's leadership promised their allies, the Austrian's unconditional support in the conflict. This re-emboldened the Austrians as they had back-up in the event that Russia entered the war on the side of their Slavic brethren the Serbs. Throughout July rumor and media sensationalism fueled a war fever across Europe and by the end of the month all of the governments of Europe were reviewing their plans for war. The German war plan (The Schlieffen Plan) was a key reason for the crisis of July to escalate since the plan anticipated war with both France and Russia in the event of a war with either. The plan had been devised in 1905 by chief of the German general staff Alfred Graff Von Schlieffen in response to a formal military alliance between France and Russia. The Germans understood they could not win a war fought against France and Russia at the same time and so they devised a strategy for knocking France out of the war before Russia had a chance to mobilize and attention could be turned to wards Russia. On 28th July Austria-Hungary declared war against Serbia. On 29 July Russia mistepped and mobilized her army. Worried that the Schlieffen Plan would become less successful with each day that passed, Germany declared war against Russia and put the Schlieffen Plan into effect, declaring war on Russia on the 1st August. Following France's mobilization for war on the 2 August, Germany declared war on France on the 3rd. Germany Attacking France passing through Belgium on the 3rd August was enough to provoke Britain into entering the war on the side of France. Europe was at war and their Empires colonies would follow in the days ahead. A conflict begun in a remote part of the Austrian empire had drawn the world into the first post-industrial global conflict and the first age of globalization would be destroyed in brutal and horrific war spurred by the ever more destructive technologies of the Industrial Revolution, themselves the outcome of 100 years of strident advances in this area. |
The assassination of the Archduke on 28th June 1914
Europe is engulfed in war fever July to August 1914
Animated: The German Schlieffen Plan and its failure in August and September 1914 to bring a swift victory to Germany ensuring a lengthy war.
|
ACTIVITY 1: WHAT WERE THE MOST DEADLY WEAPONS ON THE WESTERN FRONT? How many of the innovations in early 20th century warfare are you able to identify from the gallery below? Can you spot more than 10? (Hint: if you need a reminder what war was like 100 years earlier look at the top of this page). Check your answers on the table that your teacher will hand out to you after.
Resource Bank 1: A gallery of photos and artistic representations of the Western Front:
Resource Bank 2: World War One Encyclopaedia
Resource Bank 2: Excerpts from Peter Jacksons: They Shall Not Grow Old (2018):
|
It's going to be a big advance
|
British soldiers thoughts on the Germans
|
The end of the War
|
Resource Bank 3: Soldiers experiences of the First World War in their own words:
Resource Bank 4: Case Study: The Battle of the Somme 141 days of Horror (BBC)
Resource Bank 5: Case Study: How did so many soldiers survive the First World War? (BBC)
Resource Bank 6: Primary Source Material and Archival Documents
Click to set custom HTML
ACTIVITY 2: WHAT WAS THE CATALYST FOR THESE CHANGES IN WARFARE? Using your own copy of the table below see how many of the innovations in warfare you were able to identify from the gallery. Were you able to spot more than 10? Now use the third column of your table to find out more about each of these innovations, what was the catalyst for each innovation and would they have been possible without industrial changes in the 1800's? Write down your description of each type of innovation in the 3rd column.
| why_was_the_first_world_war_so_deadly_.docx |
|
WORLD WAR 1 LESSON 3 (3/3)
|
ACTIVITY 3: HOW DID INNOVATIONS IN WARFARE AFFECT THE SOLDIERS EXPERIENCE OF FIGHTING ON THE WESTERN FRONT?
What was it like to fight in the main theatre of the First World War: The Western Front as a soldier?
What were the experiences of soldiers like when they had to confront the tremendous and horrific innovations in warfare.
How did this affect the human spirit and how did the soldiers get through it?
Using the resource galleries above, complete the final column of the table on soldiers experiences. Include their own testimonies and story's to demonstrate how industrial and technological innovations can bring costs to humanity.
What was it like to fight in the main theatre of the First World War: The Western Front as a soldier?
What were the experiences of soldiers like when they had to confront the tremendous and horrific innovations in warfare.
How did this affect the human spirit and how did the soldiers get through it?
Using the resource galleries above, complete the final column of the table on soldiers experiences. Include their own testimonies and story's to demonstrate how industrial and technological innovations can bring costs to humanity.
REFLECTION: Use the reflection space at the bottom of the visual organizer to make reflections on the First World War questions.
|
BOLSHEVIK REVOLUTION
LESSON 1 (1/1) |
|
d. THE BOLSHEVIK REVOLUTION 1917
|
|
|
INTRODUCTION: Today's lesson will examine the causes and consequences of the Bolshevik Revolution, this was one of the most important events of the 20th Century in so far that it brought to power the world's first permanent communist state in Russia. The course of the 20th century was dramatically altered by this event as there was now a competing economic ideology to the system that most countries were living under at this time: capitalism. The change was profound and would lead to the Cold War in the second half of the 20th Century.
|
BIG QUESTION: What is Communism? How does it differ to Capitalism?
ACTIVITY 1: Using the following video and textbook resources resource create a mind map of the causes, course and consequences of the Bolshevik Revolution of 1917. You can use the diagram below to record your notes on.
|
The Bolshevik Revolution Part 1
|
The Bolshevik Revolution Part 2
|
If you would rather use a written source, the Modern Minds textbook has a chapter on the Bolshevik Revolution. You can use this instead.
| bolshevik_revolution_spider_diagram.docx |
| propaganda_posters.pptx |