20th Century Humanities Independent Study Modules

From “Promise and Collapse” to “Turmoil and Tragedy”

Introduction
The Big Idea: Over the next six weeks or so, we will be exploring decisions and events that led from “Promise and Collapse”
to “Turmoil and Tragedy”. While your instructor will present materials and assign readings, you will be independently
exploring areas of study and creating and producing the materials, artifacts and end products. You will be working with a
cohort or team of your classmates. For three two-week periods, each team will be working on a country or area of expertise.
One team will be exploring Germany, another the USSR, and a third, the USA. After completing your first project, each team
will move on to an area of research they haven’t yet explored (i.e. – Team USSR will move on to Germany, etc.)

This will be done using the SCRUM method. SCRUM will be introduced by guest presenters and you will be given guidance
and instruction regarding how to do it.

There are three “modalities” with which you will demonstrate your understanding and learning. You will write an essay, create
a media artifact of some sort, and design a digital cause/effect flow chart.

Aside from learning about important events and issues from history, these modules are designed to improve skills in
processing massive amounts of information and helping you learn how to work independently. These are key life skills.

The Components
Here are the options regarding what needs to be done:
1) A newspaper, podcast, “movietone” newscast, or digital media artifact of some sort
2) A cause-effect flow chart
3) A formal, multi-paragraph essay (with interview prior)

The Details
The components cover three main areas: The “Allied” Powers (the US in particular), Russia/USSR, and “Axis” Powers
(mostly Germany) in the 1930s. In choosing which components to complete, you must ensure that all three main areas are
covered by the flow chart, news media, essay/powerpoint. For example, if your essay is dealing with a topic in the USSR,
your flow chart must cover Germany and the news media the United States or vice versa.

News media
You are to create a piece of news media from Germany (in the range of 1933-45), the USSR (1928-45), or the USA (1927-
1945), containing the following:
 A piece about international tensions – what are the causes? Potential solutions? – think of it as an expose or in-
depth investigation. (Looking for more analysis than reporting here.)
 An (roleplayed) interview with an important person in the country at the time – show insight into the person and what
they represent, their ideas, and their influence. Avoid obvious choices like Stalin, Hitler, or Roosevelt.
 An original political cartoon or skit with commentary on the events in your country and decisions its leader may have
made – again, we’re looking for insight and commentary here – include a creator’s statement
 An editorial containing a reasoned argument for or against a policy undertaken by a political leader in your country
Feel free to include graphics and any other element that will add to its authenticity. Here’s a chance to let your creative side
shine!!

Rating Criteria
Exceeds Expectations  displays full range of understanding of material
 selects detailed and accurate references to work
 exhibits complete awareness of implications of question
 Exceptional craftsmanship and presentation of the completed work
Fully Meets  displays confident familiarity with work
Expectations  selects accurate references to work
 exhibits awareness of implications of question
 Good Craftsmanship/improved and developed well
Minimally Meets  displays sufficient familiarity with some material
Expectations  selects adequate reference to work
 exhibits awareness of question, but deals with it superficially
 Low regard for craftsmanship/minimal quality
Does Not Yet Meet  not familiar with the material
Expectations  no or incorrect reference to work
 exhibits little understanding of question
  Poor craftsmanship/sloppy/careless

Cause/Effect Flow Chart: A Timeline With a Difference

You are to create a cause/effect flow chart with multiple strands. Color-code for politics (red), economics (black) and social
events Blue). Illustration of a “flow” of events is important as is their connection to each other. Make sure you indicate their
connections to their time periods as well as to each other.
1) The United States -1927-45
2) Post Russian Revolution – 1928-45
3) Germany 1933-45
You must determine key events and illustrate their relationship to each other – there is both reporting and analyzing here.
Ensure you do both. Demonstrate cause and effect where appropriate and explain it.

Rating Criteria
 demonstrates thorough learning about subject
Exceeds Expectations  includes all key information and/or facts
 creates effective visual impact (including spatial organization, choice of materials, colour, shape, etc.)
 displays excellent and appropriate skills (mapping, labeling)

 demonstrates good learning about subject

Fully Meets  includes key information and/or facts
Expectations  creates good visual impact (including spatial organization, choice of materials, colour, shape, etc.)
 displays good and appropriate skills (mapping, labelling)
 demonstrates adequate learning about subject
Minimally Meets  includes adequate information and/or facts
Expectations  creates visual impact (including some spatial organization, adequate choice of materials, colour, shape,
etc.)
 displays adequate skills (mapping, labelling)
 demonstrates little learning about subject
Does Not Yet Meet  includes little or incorrect information and/or facts
Expectations  struggles to create effective visual impact (poor organization, choice of materials, colour, shape, etc.)
 displays inadequate or incorrect skills (mapping, labelling)

Formal Multi-Paragraph Essay

Your essay will be at least 5 paragraphs in length. (500+ words recommended) Here are some general topics you may
consider (Topics in blue are US specific, red are Soviet Union/Russia specific):
1) Who or what bears ultimate responsibility for the rise of Hitler?
2) How was it possible for the political leadership in Germany to engineer the Holocaust with the complicity of most
people in Germany?
3) In what way did American isolationism contribute to escalating tensions in Europe?
4) Who or what bears ultimate responsibility for the outbreak of war in 1939?
5) To what extent was “appeasement” a factor in allowing Hitler to succeed in his foreign policy? Were there other
failings of diplomacy by the West that also contributed to his successes?
6) Did the people of Germany benefit from Nazi rule in the 1930s? Explain your answer.
7) FDR demonstrated that government can have a direct and positive role to play in the economy. To what extent did
his policies bring the United States out of the depression?
8) What was the main cause of the great depression in the United States?
9) How might isolationist policies of the United States been contrary to its interests?
10) How might the depression have affected men and women differently in the United States?
11) Using the United States of the 1930s as your frame of reference, to what extent should governments intervene in
their economies to introduce policies and measures that encourage full employment?
12) To what extent is Stalin’s violent repression of his people justifiable? (Think about the war with Germany among
other things)
13) Why did Stalin’s regime carry out purges in the 1930s? Who did this help or hurt? Why?
14) To what extent was Stalin a true Communist? Might he be better described as something else?

*You may write on another topic once obtaining the approval of your instructor.
Your research paper must include:
1) a minimum of 4 resources other than the course textbooks and/or encyclopedia
 a minimum of one primary source
 though you may use an encyclopedia (electronic or print), encyclopedic references will not be counted as part of
your minimum of four resources
 an appendix or attachment that includes relevant, statistical data in chart form as part of your argument where
necessary
2) an approved research topic question

Essay Assessment
Thesis Support Expression Summary
A sharp, relevant Position is supported Expression is clear Ideas are fully developed and supported. Accomplishes
6 position/thesis, as
directed by the
with thoroughly
developed details
and fluent with few
flaws in
the purpose with some originality, individuality or maturity.
Effective word choice and sentence variety. Voice and
command term, is and insightful communication. tone engage the audience throughout. Structure is logical
clearly stated. conclusions are and the writing as a whole may appear effortless. Errors
drawn. are not distracting.
A relevant Position is supported Expression is Ideas are well-developed and supported. Has a clear
5 position/thesis, as
directed by the
with well-developed
details and effective
generally fluent with
few flaws in
sense of purpose. Appropriate word choice and sentence
variety. Voice and tone generally engage the audience.
command term, is conclusions are communication. Structure is logical and the writing demonstrates control.
clearly stated. drawn. Errors are not distracting.
A relevant Position is supported Expression is Ideas are generally straightforward and clear, with
4 position/thesis, as
directed by the
with sufficient details
and adequate
sufficiently fluent;
errors do not impede
some support and sense of purpose. Basic vocabulary,
some sentence variety. Attempts to engage the audience
command term, is conclusions are meaning. but lacks a consistent voice. Structure may be formulaic.
adequate drawn. Errors generally do not impede meaning.
A position/thesis, Position is supported Expression is limited; Ideas are often listed or developed unevenly, with little
3 as directed by the
command term, is
with some details
and conclusions are
errors may impede
meaning.
support or sense of purpose. Limited vocabulary and
sentence variety. Lacks a sense of audience and voice.
adequate weak. Structure may be weak. Errors may distract and impede
meaning.
A position/thesis, Absence of Expression is Ideas are often broad generalizations with little support,
2 as directed by the
command term, is
supporting details,
little or no relevant
awkward; errors
interfere meaning.
and no clear purpose. Colloquial vocabulary, weak
sentence structure. Writing reflects little understanding of
insufficient conclusion. language conventions. Inappropriate tone or language for
audience. Structure may seem illogical. Frequent
noticeable errors interfere with meaning.
A position/thesis is Absence of Expression is full of Ideas are not developed. Has no discernible purpose. May
1 absent supporting details. errors making
understanding
be too brief to accomplish the task. Lacks structure.
Frequent serious errors.
difficult

The Teams
Each team will determine which three members will do the essay, the flow chart or the media piece. In the second two-week
sprint, those roles will change as they will with the third two-week sprint. At the end of the six weeks, everyone will have
studied the three main areas and demonstrated their learning through all three modalities.

Those working on essays will need to schedule a meeting with their instructor to go over their outlines at the end of the first
week. These meetings will happen on first Thursday or Friday in each two-week rotation.

Germany USSR USA

Joshua Zoe Evan
Noam Madison Jeremy
Miro Ragnar Jonathan
Senn AKM Jas
Bailey Keaton Connor
Soren Elyse Sarah
Geo Ben Ellie
Stan Sophia W Sophia S
Ollie Jayde Caleb