Section (© Teacher Cusiculan Iasi ‘Wester Europe Section Opener CHALLENGES TO MODERNIZATION: THE WORLD WARS Introduction Students explore European tensions and alliances before World War I, the outbreak of the war, fighting during the war, the war's effect on the home front, and the outcomes of the Paris Peace Conference in a Visual Discovery activity, In the following Response Group activity, students predict European responses to seven events leading up to and during World War II. Next, students dramatically recount stories of resistance to escalating stages of the Holocaust in a Problem-Solving Groupwork activity. Finally, in a Writing for Understanding activity, students analyze six postwar paintings to understand European responses to war and the modern world and create their own artistic response to the contemporary world, along with a written analysis. Objectives Students will be able to: + explain the causes and outcomes of World War I ng World + predict European responses to seven events before and du ‘War IL and justify their predictions with historical analysis + dramatically recount stories of resistance to one stage of the Holocaust + create an artistic response to the contemporary world, and write an analysis of their response. Materials In addition to the transparencies, student handouts (which you will copy for the students), and transparency masters (which you will copy onto transparencies) provided in this section, you will need a an overhead projector, a CD player, scratch paper, scissors, and tape. the Modem Wesld. 175,The First World War: European Tensions Ignited Overview This Visual Discovery activity introduces students to the causes, fighting, and outcomes of World War I, Students view and discuss a series of nine transparencies that introduces them to prewar tensions and alliances in Europe, the outbreak of war, the nature of fighting during the war, the war's effect on the home front, and the outcomes of the Paris Peace Conference. Students respond to a series of critical-thinking questions about each transparency, record notes, and interact with the images. omemom & gomom OB OBO BOBOHO CB OBO Procedures at a Glance Have students arrange their desks into two groups facing each other. Tell them they will be studying about the causes, fighting, and outcomes of World War I. Project Transparencies 4.14 through 4.11, and ask the series of questions recommended in the Teacher’s Guide. As you discuss each transparency with students, write notes outlining the main points of the discussion. After you have discussed each transparency, have students record notes, Encourage them fo come to the transparency and point out important details, For some transparencies it will be appropriate to ask a group of students to come forward and create a brief act-it-out dramatizing what they think is happening in the image. 176. Westem Earope in he Modern Wort (© Teachers’ Curcumina7) Procedures in Detail 1. Prepare an overhead transparency that shows students how to set up their desks in two groups facing each other, Project the overhead, and ask students to move into their correct places. Each student should be able to see the overhead projection screen. (th ] Idea for Student Response: On the left side of their notebooks, have students write a paragraph response to this question: When is it justified for a country to go to war? Hlave three or four students share their responses with the class. 2. Explain to students that they will now see a series of transparencies that will introduce them to the causes, fighting, and outcomes of World War I. Students will be expected to view each transparency carefully and be prepared to answer a scries of questions you will ask, 3, Pass out copies of Student Handout 4.1A, a three-page handout that corresponds fo the three major topics in the activity: + Causes of the War: Transparencies 4.1A and 4.1B + Fighting the War: Transparencies 4.1C, 4.0, 4.18, and 4.1F + Outcomes of the War: Transparencies 4.1G, 4.1H, and 4.11 Tell students to record their notes on the handout as you review each transparency. ‘You may want to have students annotate the maps or make thought or voice bubbles or captions for the blackline drawings. 4, Project Transparency 4.1A, which shows a map of European alliances before World War I. Encourage students to discover information about the image by asking the questions, which spiral from the basic to ctitical-thinking level, that appear in the ‘Teacher’s Guide. [As you discuss the transparency, write notes outlining the main ideas of the discussion. Have students record notes on the information. The Teacher's Guide covers the salient points about the war; it also contains a section entitled “Some Key Ideas” to use as you guide students’ nofetaking, Repeat this process for each of the remaining transparencies. Encourage students to write notes in their own words. (Reminder: The information in the Teacher’s Guide is meant to serve as background information for you. It is not ‘meant to be read as a script, but rather to be a source from which you can extract the most salient points to teach students.) 5. For those transparencies that ask students to create a brief act-it-out, ask for three to five volunteers to step in front of the transparency. Set the scene for them by reading the description in the Teacher’s Guide, and give them a minute or two to plan $= a 30-second vignette, You will sce this symbol when it is suggested that Rl students create an act-it-out: (© Teochers Cusco tsi ‘este Europe inthe Modern World 177