Lesson 3a – The League of Nations Essential Question To what extent did the League of Nations fail in its attempt to keep peace? Learning Outcomes - Students will: Preview – use of force Watch a video about the League of Nations Students will choose topics to research Success Criteria I can watch the teacher answer a contrast question Leave space for 4 classes

Preview What will happen if you go into Banca Cariege and you steal all the money at their branch? Consequences if you get caught? Is this the reason everyone doesn’t do this? What if there were no police, courts, etc… Would bank robberies increase? Why?

Vocab League of Nations Contrast

League of Nations Introduction to the League Link What was it? What successful things did they achieve? What failures did they have? What were some of the problems it faced?

Contrast Source A “Any war or threat of war is a matter of concern to the whole League and the League shall take action that may safeguard peace.” Article 11 League of Nations Covenant (1919) Contrast the views expressed by Source A and B regarding the League of Nations Steps What do the sources say? Are they different? What are the main ideas of each source? Source B If the nations want peace, the League gives them the way by which peace can be kept. League or no League, a country which is determined to have a war can always have it. The 1930s historian H.A.L. Fisher sums up the failure of the League in his book, A History of Europe (1938).

Source A “Any war or threat of war is a matter of concern to the whole League and the League shall take action that may safeguard peace.” Article 11 League of Nations Covenant (1919) Contrast Source B If the nations want peace, the League gives them the way by which peace can be kept. League or no League, a country which is determined to have a war can always have it. The 1930s historian H.A.L. Fisher sums up the failure of the League in his book, A History of Europe (1938). Contrast the views expressed by Source A and B regarding the League of Nations Writing Introduction sentence How are the 2 sources different? Source 1 evidence Source 2 evidence There is 1 difference between source A and B The main difference between Source A and B is their views regarding the ability of the League to prevent war. For example, source A says that the “League shall take action that may safeguard peace” if any country decides to start a war., meaning that they have to ability to prevent war. However, source B mentions how that the League could not prevent war because, “a country which is determined to have a war can always have it.”

Lesson 3b – The League of Nations Essential Question To what extent did the League of Nations fail in its attempt to keep peace? Learning Outcomes - Students will: Learn about your task Watch Mr. McCarey model how to organize your presentation Students will choose topics to research Success Criteria I can fill out a reflection paper from Mr. McCarey’s presentation Leave space for 4 classes

Next class, I will do a presentation about what it should look like Project Next class, I will do a presentation about what it should look like Events Vilna (1920) Russian-Polish War (1920-21) Aaland Islands (1921) Upper Silesia (1923) Turkey – Humanitarian (1923) Ruhr Crisis (1923) Corfu Incident (1923) Abyssinian Crisis (1935) Spanish Civil War (1936~39) Students (Groups of 2) will research a specific incident between 1920s and 1930s that involved the League of Nations What to include? Background What happened? Context Action taken by the League Effect in the League

The League of Nations and the Manchurian Crisis Essential Question Why was the Manchurian Crisis a failure for the League of Nations? Vocab Great Depression Mukden Incident Lytton Commission Manchukuo Leave space for 4 classes

1. Background Because Japan is an island, they lacked natural resources Japan had gained a foothold in China as a result of the Sino-Japanese War (1895) and the Russo-Japanese War (1905) Militants in Japan had progressively gained more influence to the point where they were in control

2. What Happened? 1931 – Japanese soldiers in China claim that the Chinese attacked and exploded a railway at Mukden (Mukden Incident) The Japanese used this as an excuse to invade China, which was easily achieved

3. Context – What outside factors effect this situation Great Depression 1929 Countries around the world closed their borders to other countries both economically and immigrants Ex. Smoot-Hawley Tariff 1930 in the US Countries concerned about their own problems Chinese Civil War Communists and Nationalists were fighting a Civil War, making China seem extremely weak

4. Action Taken by the League How does the League React to the Manchurian Incident?

4. Action Taken by the League Lytton Commission was established Found that Japan had some grievances against China, but the invasion was condemned Recommended Manchuria become its own state Japan renamed it Manchukuo and leaves the League soon there after ‘Japan-China-Manchukuo co-assistance, the world peace’

5. Effect on the League The League failed in Manchuria Britain and France did not want to send troops Many saw Japan as a counter to communist Russia What could they have done? Showed the league was weak

Reflection Question 1 – Doesn’t answer the complete question At the end of each presentation, students will complete a reflection question Why was the Manchurian Crisis a failure for the League of Nations? 1 – Doesn’t answer the complete question 2 – Answers the complete question with facts /vocab from the presentation 3 – Answers the complete question with the most relevant facts/vocab from the presentation

7 - presents a strong presentation with a clear structure (main points, vocab), excellent use of multi-media and is easily understandable for students (This is known by the type of questions students ask). Presenter is expertly able to answer questions 5~6 - presents a strong presentation with a clear structure, great use of multi-media and is easily understandable for students. Presenter is able to answer questions from students well 3~4 - presents a good presentation with a structure, multi-media and is understandable for students. Presenter is able to answer questions from students 1~2 - presents a presentation with somewhat of a structure, multi-media and is somewhat understandable for students. Has difficulty answering questions from the students Presentation Scoring

Lesson 3c – The League of Nations Essential Question To what extent did the League of Nations fail in its attempt to keep peace? Learning Outcomes - Students will: Write a contrast answer Continue working on their presentation Success Criteria I can fill out a reflection paper from Mr. McCarey’s presentation Leave space for 4 classes

Contrast Source A I know this sounds all wrong, perhaps immoral, when Japan is flouting the League of Nations, but:  (1) she was greatly provoked, (2) she must ere long expand somewhere - for goodness sake let (or rather encourage) her to do so there instead of Australia and (3) her control of Manchuria means a real block against Communist aggression. A letter from the Master of Peterhouse, Cambridge University, to his friend John Simon, the British Foreign Secretary (1933). Contrast the views expressed by Source A and B regarding Japans invasion of Manchuria Steps What do the sources say? Are they different? What are the main ideas of each source? Source B

Source A I know this sounds all wrong, perhaps immoral, when Japan is flouting the League of Nations, but:  (1) she was greatly provoked, (2) she must ere long expand somewhere - for goodness sake let (or rather encourage) her to do so there instead of Australia and (3) her control of Manchuria means a real block against Communist aggression. A letter from the Master of Peterhouse, Cambridge University, to his friend John Simon, the British Foreign Secretary (1933). Contrast There is 1 difference between source A and B The main difference between Source A and B is ?????????????? For example, source A views the Japanese invasion as a positive event when it says “she must ere expand somewhere – for goodness sake let her do it instead of Australia,” However, source B says ???????????????? Contrast the views expressed by Source A and B regarding Japans invasion of Manchuria Writing Introduction sentence How are the 2 sources different? Source 1 evidence Source 2 evidence

Project Vilna (1920) Russian-Polish War (1920-21) Events Vilna (1920) Russian-Polish War (1920-21) Aaland Islands (1921) Upper Silesia (1923) Turkey – Humanitarian (1923) Ruhr Crisis (1923) Corfu Incident (1923) Abyssinian Crisis (1935) Spanish Civil War (1936~39) Students (Groups of 2) will research a specific incident between 1920s and 1930s that involved the League of Nations What to include? Background What happened? Context Action taken by the League Effect in the League

Lesson 3d – The League of Nations Essential Question To what extent did the League of Nations fail in its attempt to keep peace? Learning Outcomes - Students will: Write a contrast answer Continue working on their presentation Success Criteria I can fill out a reflection paper from Mr. McCarey’s presentation Leave space for 4 classes

Source A Source B Caption Judge: “The court orders you to respect the law and sentences you to a good talking to.” Japan: “And I order the court to mind its own business and I sentence it to go and chase itself.” Compare and contrast the views expressed by the international response to the Manchurian Crisis

Presentation Scoring 1 Point – correct referencing 6 - presents a strong presentation with a clear structure (main points, vocab), excellent use of multi-media and is easily understandable for students (This is known by the type of questions students ask). Presenter is expertly able to answer questions 4~5 - presents a strong presentation with a clear structure, great use of multi-media and is easily understandable for students. Presenter is able to answer questions from students well 2~3 - presents a good presentation with a structure, multi-media and is understandable for students. Presenter is able to answer questions from students 1 - presents a presentation with somewhat of a structure, multi-media and is somewhat understandable for students. Has difficulty answering questions from the students Presentation Scoring 1 Point – correct referencing

Bibliography - Books Lastname, Firstname. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication. Example Gleick, James. Chaos: Making a New Science. New York: Penguin, 1987. Print. Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston: Allyn, 2000. Print. Wysocki, Anne Frances, et al. Writing New Media: Theory and Applications for Expanding the Teaching of Composition. Logan: Utah State UP, 2004. Print. Encyclopedia of Indiana. New York: Somerset, 1993. Print. Foucault, Michel. Madness and Civilization: A History of Insanity in the Age of Reason. Trans. Richard Howard. New York: Vintage- Random House, 1988. Print. 1 author 2 authors 3 or more no author Translation

Bibliography - Websites Editor, author, or compiler name (if available). Title Name of Site. Version number. Name of institution/organization affiliated with the site (sponsor or publisher), date of resource creation (if available). Medium of publication. Date of access. Example Wheelis, Mark. "Investigating Disease Outbreaks Under a Protocol to the Biological and Toxin Weapons Convention." Emerging Infectious Diseases 6.6 (2000): Web. 8 Feb. 2009 Author’s Name or Poster’s Username. “Title of Image or Video.” Media Type Text. Name of Website. Name of Website’s Publisher, date of posting. Medium. date retrieved. Shimabukuro, Jake. "Ukulele Weeps by Jake Shimabukuro." Online video clip. YouTube. YouTube, 22 Apr. 2006. Web. 9 Sept. 2010 Journal