2. 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

3. 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?

4. Vocab
League of Nations
Contrast

5. 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?

6. 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).

7. 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.”

8. 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

9. 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 ( )
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

10. 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

11. 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

12. 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

13. 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

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

15. 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’

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. Project Vilna (1920) Russian-Polish War (1920-21)
Events
Vilna (1920)
Russian-Polish War ( )
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

23. 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

24. 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

25. 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

26. 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, Print.
Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston: Allyn, Print.
Wysocki, Anne Frances, et al. Writing New Media: Theory and Applications for Expanding the Teaching of Composition. Logan: Utah State UP, Print.
Encyclopedia of Indiana. New York: Somerset, Print.
Foucault, Michel. Madness and Civilization: A History of Insanity in the Age of Reason. Trans. Richard Howard. New York: Vintage- Random House, Print.
1 author
2 authors
3 or more
no author
Translation

27. 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 Web. 9 Sept. 2010
Journal