The World at the Beginning of the 20th Century
In this topic we look at a number of the ideas and events that emerged to shape the 20th century. Some of the ideas like liberalism and communism would change the world completely. Events such as WW1 would go further to impact the western world.
Task 1. Classroom discussion and brainstorm (
http://www.wallwisher.com/rebuild/Year11modern) on the question of what you believe life would be like for the average person at the beginning of the 20th Century. After an initial thought have a think about the difference between men and women, children and adults and people in different classes.
Task 2. Read through the introduction on the sheet below. Students take brief notes on all of the concepts listed underneath the introduction.
Introduction to the world at the beginning of the 20th Century | |
File Size: | 464 kb |
File Type: | doc |
Task 3. Who's Who in the 20th Century. A game to see who in the classroom would belong to the Aristocracy, the middle class, the working class and the peasantry.
Task 4. Read through the rest of the sheet above and make a summary of each of the different divisions that existed in the early 20th century.
Task 5. Read through the timeline on page 90 of your text
book, Key Features of Modern History, and do the timeline exercise beneath.
Task 6. Students read through page 91 of their text book and look at
the map included. Students answer the following questions and then discuss:
Give a definition of the term imperialism?
What would have been the main motivations for nations to build their empires?
What might have happened to a powerful nation if it did build its empire? What if it didn't?
What justifications might countries have used to feel better about their empire building?
Give a definition of the term imperialism?
What would have been the main motivations for nations to build their empires?
What might have happened to a powerful nation if it did build its empire? What if it didn't?
What justifications might countries have used to feel better about their empire building?
Task 7. Students read through the document below and then make a summary of what imperialism meant for each of the various countries listed.
Empires Document | |
File Size: | 906 kb |
File Type: | doc |
Task 8. Students read through the case study on Belgians in the
Congo – pages 92 and 93 of their textbook. They then answer the review
questions on page 93.
Task 9. Having seen the excesses of the Belgians in the Congo,
students research other acts of terror done by colonial powers. Some examples
to get them started include: Portuguese Angola, the Germans in Cameroon, French
equatorial Africa and the Herero’s in German South West Africa.
Task 10. Students then read the document study on page 94 of their
textbook and answer the document study questions underneath. Class has a discussion about the answers and then considers if we human will look back at us in 100 years time and make judgements about how we treat various groups in society.
Task 11. Debate; informal class debate on the advantages and
disadvantages of imperialism. Students consider the statement; The world is a
better place because of imperialism and write down in a table the pros and cons of imperialism.
Task 12. Watch the video - Life at the beginning of the twentieth Century. Can be found on clickview. (Do not watch this again... it's very bad)
Task 13. Students research the concept of industrialisation. They
define the term and then explain the following under these headings:
- The impact it had on farms, cities and towns
- How did it help to create an urban working class
- How did industrialisation help to spread ideas like liberalism
Questions (read the section on Urbanisation under the introduction - the first sheet you received - to help)
- What is urbanisation?
- What impact did industrialisation have on urbanisation?
- What sort of problems did urbanisation create?
- The impact it had on farms, cities and towns
- How did it help to create an urban working class
- How did industrialisation help to spread ideas like liberalism
Questions (read the section on Urbanisation under the introduction - the first sheet you received - to help)
- What is urbanisation?
- What impact did industrialisation have on urbanisation?
- What sort of problems did urbanisation create?
Task 14. Students read through and summarise the document below regarding the impact of
technological change. Students summarise this section making particular
reference to capitalism and what it meant as an emerging force.
Industrialisation | |
File Size: | 912 kb |
File Type: | docx |
Task 15. Students read through pages 95 – 97 of their textbooks on
Anarchism. Class discussion about why it is that anarchy is never going to be a
good option for a society. Students answer the review questions on page 97.
Task 16. Students read through the source material on page 97 of
their textbook. Class discussion about what you might want to do if you were in
the situation of being so poor and yet being around people of such wealth.
Students consider the arguments for ideas such as socialism and trade unionism
and think about whether or not they would have joined the push for such forces
in society. Students answer the document study questions on p. 97.
Task 17. Students research the person of Karl Marx on the internet.
Students to produce a 1 page outline of the main aspects of the life and beliefs of Karl
Marx.
Task 18. Students read through pages 98 and 99 of their text books on
Socialism and answer the review questions underneath. Once again, students are
asked if they would consider joining the push for a socialist revolution if
they lived in poverty in that period. Then read the document study at the bottom of page 99 and answer all the document study questions.
Task 19. Relax... take a moment to look out the window and appreciate the life you live.
Task 20. Students read though sheets below on the role of women. Students define the term suffragette and go on to answer the 6 questions below or summarise the information regarding the suffragist movement at the beginning of
the 20th century.
1. Outline the general view of women in the early 20th Century? Give some examples.
2. What was the suffragist movement?
3. Who was Emmiline Pankhurst and what did she achieve?
4. Outline some of the tactics used by the suffragist movement to achieve their aims? (5-10 lines)
5. What impact did WW1 have on the movement?
6. What changes were made to women's suffrage in the years after the war?
1. Outline the general view of women in the early 20th Century? Give some examples.
2. What was the suffragist movement?
3. Who was Emmiline Pankhurst and what did she achieve?
4. Outline some of the tactics used by the suffragist movement to achieve their aims? (5-10 lines)
5. What impact did WW1 have on the movement?
6. What changes were made to women's suffrage in the years after the war?
Women and voting 1 | |
File Size: | 3453 kb |
File Type: |
Women and voting 2 | |
File Size: | 1776 kb |
File Type: |
Task 21. Students read through the document below and make notes on the
differences in character between Bismarck and Wilhelm 2. They then answer the
question in about ½ page – What impact did Wilhelm have on international
diplomacy? Students then answer the 2 source analysis questions at the bottom
of page 165.
Wilhelm 2 and Bismarck | |
File Size: | 1413 kb |
File Type: |
Task 22. Students read through
pages 100 and 101 of their textbook as a class. Students make a simplified
diagram/drawing of the alliance system using the information from these pages.
Task 23. Students read through the document below outlining the main events that created the Alliance System.
Timeline of Alliances leading up to WW1 | |
File Size: | 27 kb |
File Type: | doc |
Task 24. Students read through the document below on the Alliance System. Students then answer the questions following:
Answer review questions: 1,2,3,5,6,8,9,10,13,14,15
At the end of the handout: The Alliance System, are a number of sources. Students should answer the questions for the following sources:
- The Three Emperors
- Snubbed
- Dropping the Pilot
- The German view of France before the First World War
- All's well
Answer review questions: 1,2,3,5,6,8,9,10,13,14,15
At the end of the handout: The Alliance System, are a number of sources. Students should answer the questions for the following sources:
- The Three Emperors
- Snubbed
- Dropping the Pilot
- The German view of France before the First World War
- All's well
The Alliance System | |
File Size: | 1200 kb |
File Type: | doc |
Task 25. Read through the handout: The Armaments Problem, below. Students briefly summarise this information making
particular note of the naval problems between Britain and Germany. Students
then complete the following review questions.
Answer review questions: 2,3,5,7,10,12,14
Answer the source questions for the following sources:
- The German High Seas fleet - Von Tripitz explains
- Copyright expires
- The Kaiser defends Germany's need for a powerful army
Answer review questions: 2,3,5,7,10,12,14
Answer the source questions for the following sources:
- The German High Seas fleet - Von Tripitz explains
- Copyright expires
- The Kaiser defends Germany's need for a powerful army
The Armaments Problem | |
File Size: | 4052 kb |
File Type: |
Task 26. Source Analysis:
Students read through the source from the handout above ‘The Kaiser defends Germany’s
need for a powerful navy’. Students consider the origin, motive and content of
this speech and discuss as a class the reliability of the source and what it is
useful for.
Task 27. Using the handout: The
international crisis pre WW1, students make summary notes on the first and
second Moroccan crisis. Students then look at the sources ‘Pax Germanica’ and
‘I thought it was going to be paper’. Students answer the question, what do
these sources tell us about Germany and its methods of diplomacy.
Continuing through that handout, students make summary notes about the first and second Balkan crisis. They then answer the review questions at the end of the handout.
Continuing through that handout, students make summary notes about the first and second Balkan crisis. They then answer the review questions at the end of the handout.
International Crises | |
File Size: | 1796 kb |
File Type: | doc |
Task 28. Source Analysis. In the document above students read through and analyse the source, “The Daily Telegraph affair of
1908”, and answer the question: how useful is this source in helping us
understand the character and diplomatic skills of Wilhelm 2.
Task 29. Students read through
the handout below: The July Crisis. Students summarise the information in this
handout. Class discussion – who was most responsible for the beginning of WW1. Students
answer the review questions at the bottom of this handout.
The July Crisis | |
File Size: | 3299 kb |
File Type: |
Task 30. Essay
question: Assess the impact of the Alliance System on bringing about the
beginning of WW1?
Task 31. Watch the video on ClickView called. Causes of WW1 as a recap of what has been taught