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Understanding Appeasement and the Road to WWII

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UnderstandingAppeasementandtheRoadtoWWIIOverviewInthistwo-partlesson,studentsexploretheconceptofappeasementandthepathtoWorldWarII.ProjectedTime:1hourand40minutes(two50-minuteparts)Implementationtimewillvaryacrossclassroomcontexts.DiscussionQuestions:●On-ramp:Ifahostilenationthreatenstoattackunlessyougivethemterritory,shouldyougiveintosavemillionsoflives?●CentralHistoricalQuestion(CHQ):Givenwhatheknewatthetime,didChamberlainmaketherightdecisionaroundthepolicyofappeasement?●Off-ramp:Inthiscase,appeasementdidnotworkasastrategyformaintaininginternationalpeaceandledtodisastrousresults.Doyouthinkthisisalwaystrue?PreparationforDiscussionFacilitation●Establishclassroomnormsfordiscussion.Ifyou'vealreadyestablisheddiscussionnormsthisyear,plantorevisitthembrieflywithyourstudents.Ifyouhaven'tyetsetanynormsfordiscussion,wesuggesttaking5-10minutestoaskstudentstobrainstormalisttheclasscanagreeto(e.g.,activelistening,sharingair-time,beingrespectful).Askstudents,“Whatnormsdoyouthinkweshouldhaveinclasswhenwehavediscussions?Howshouldwetreateachother?”Givestudentsafewmomentstoindependentlyrecordtheirownthoughts,thensolicitideasfromstudents.Youcouldgiveeachstudentacoupleofstickynotestowritetheirideasonandhavethemaddthemtoaboardinthefrontoftheroom,havethemsubmittheirideasusingavirtualpoll,orjustcallonstudentstosharetheirideasaloud.Basedonwhatstudentsshare,generatealistofclassnormsfordiscussion.Youmaywanttoaskadditionalprobingquestions(e.g.,howshouldwerespondwhensomeonehasadifferentperspectivethanwedo?).●Considerstudents’social-emotionallearning.Whenpreparingfordiscussions,keepinmindthatdifferenttopicscanbesensitivefordifferentstudents.Asyouplan,considerhowyouwillsupportstudents’socialandemotionalneedsandaddressanymisconceptionsthatcouldcauseharm.●Forfurtherguidanceandsupportfacilitatingdiscussion,seetheDeeperDiscussionsPDToolkit.TableofContentsPart1:AppeasementThoughtExerciseandTimelineAnalysisPart2:CentralHistoricalQuestionDiscussion
UnderstandingAppeasementandtheRoadtoWWIIPart1:AppeasementThoughtExerciseandTimelineAnalysisStudentsWill:●Reflectontheconceptofappeasementbydiscussingthecostsandbenefitsofyieldingtoaconflict.●AnalyzeatimelineofChamberlainandotherEuropeanleaders’actionsrelatedtoappeasementinthe1930sandevaluatetheirdecisions.Materials:●Slidedeck:UnderstandingAppeasementandtheRoadtoWWII(Google|PowerPoint)●AppeasementThoughtExerciseWorksheet:studentversion(Google|Word)andteacherversion●AppeasementTimeline(Google|Word)●AppeasementTimelineWorksheet:studentversion(Google|Word)andteacherversion●OptionalMaterials:○AppeasementOERProjectarticleOpener:IntroductiontoAppeasement(~5minutes)1.Havestudentsbrieflydiscussthefollowingscenariowiththeirneighbor:Ifahostilenationthreatenstoattackunlessyougivethemterritory,shouldyougiveintosavemillionsoflives?(Slide2)2.Askafewstudentstosharetheirchoiceandrationale.3.Introducehowtheterm“appeasement”isusedinaneverydaysense,suchasgivingyourlunchtokeeppeacewithabully,andhowitisusedinglobalpolitics.(Slide3)○Everydaydefinition:Pacifyingorplacatingsomeone(i.e.,makingthemlessangryorhostile)byagreeingtotheirdemands.○Definitioninglobalpolitics:Thepolicyofagreeingtothedemandsofapotentiallyhostile(unfriendly)nationinthehopeofmaintainingpeace.4.Sharewithstudentsthattheywillbelearningaboutawell-knownandveryserioushistoricalcaseofpoliticalappeasementthathappenedbetweencountriesinWorldWarIandWorldWarII(Slide4).Theywillthinkaboutwhattheymighthavedoneiftheywerealeaderinthatsituation.PoliticalAppeasementThoughtExercise:IntroductiontoChamberlain’sDilemma(~20minutes)5.Passouttheappeasementthoughtexerciseworksheet.TellstudentsthattheyaretheleaderofCountryXandthatthey’llbelearningsomeimportantinformationaboutthenation’ssituationsotheycanmakeadecisionaboutwhethertoleadthenationtofightorappease.Askstudentstomakeannotationsastheylisten,payingspecialattentiontopossiblereasonstofight(markitwithan“F”)andpossiblereasonstoappease(markitwithan“A”)(Slide5).Refertotheteacherversionofthereadingandworksheetforpossiblestudentanswers.6.Havestudentsannotateasyoureadtheworksheetaloudatapaceconducivetoannotation.Encourageandclarifyanyquestions.1
UnderstandingAppeasementandtheRoadtoWWII7.Inthetableprovidedatthebottomofthereading,havestudentsjotdowntheirinitialthoughtsaboutpossiblereasonsforandagainstfightingandforandagainstappeasing.(Slide6)8.HavestudentsbrieflydiscussinpartnersorsmallgroupswhattheywoulddoasaleaderofCountryX.Wouldtheyfightorappease?Why?(Slide7)○Notetoteacher:Timepermitting,haveafewstudentssharewhattheirgroupdiscussed.Youcanletstudentsknowthisisaninitialdiscussionanditisokaytobeunsureorchangetheirmindslater.Theywilllearnanddiscussmorelater.9.SetupChamberlain’sdilemmabypresentingSlides8–9usingthetalkingpointsinitalicsbelow.Theimportantthingisforstudentstounderstandthatthefresh,horrificmemoriesofWWImadeavoidinganotherwartheabsolutehighestpriorityforleadersandcitizens,whichdirectlydrovetheirpolicyofappeasement.SpeakerNotes(Slide8):Here’saquotefromNevilleChamberlainthatIwantyoualltokeepinmindaswemoveontothenextpartofthelesson.Cansomeonevolunteertoreadthequoteoutloud?WhatdoyouthinkChamberlainmeanshere?[Elicitresponses.]ItisincrediblyimportanttorecognizehowdeeplyaffectedBritainwasbyWWI,whichendedlessthan20yearsbeforeHitler’sgovernmentstartedmovingEuropetowardwaragain.Aswecontinue,Iwantyoutokeepthisinmind:ThoughChamberlaindidnotfightinWWIhimself,hewitnessedthehorrificdestructionofthefirsttrulymodernwar.Trenchwarfarewasbrutal,demoralizing,slow,anddeadly.Britainlostmorethan800,000soldiersinWWI.NewweaponsintroducedinWWI(poisongas,barbedwire,machineguns,airplanes,submarines)allowedbothsidestoslaughtereachotheratunprecedentedrates.SpeakerNotes(Slide9):Thethoughtexercisewejustengagedinwasahigh-levelintroductiontoBritishPrimeMinisterNevilleChamberlain’srealdilemma.HewastryingtokeepAdolfHitlerfromstartingWorldWarIIthroughappeasement,butwasultimatelyunsuccessful.Inthemid-1930s,millionsofEuropeansthoughtthatlimitedGermanexpansionmightsatisfyHitler.Appeasementwasaverypopularideaatthetimebecause:●WWITrauma:CitizensandleadershadthedeathofWWIfreshintheirminds;theydidnotwantanotherwarwithGermanyatalmostanycost.●TreatyofVersailles:ManybelievedGermany’sactionsintheRhinelandwerejustifiedbecausetheTreatyofVersailleshadbeentooharsh.●PoliticalFears:ManyintheWestactuallyfavoredfascismovercommunism.AsHitlercontinuedtoviolatetheTreatyofVersaillesandbeganinvadingGermany’sneighbors,peopleinBritainandFrancegrewconcernedandmanycondemnedGermanexpansion.Still,theBritishandFrenchgovernmentstooknoseriousaction.10.Informstudentsthatinthenextactivity,theywilllearnmoredetailsaboutthishistoryofBritishandFrenchappeasementanddiscusstheCentralHistoricalQuestion:Givenwhatheknewatthetime,didChamberlainmaketherightdecisionaboutthepolicyofappeasementwithHitlerin1938?2
UnderstandingAppeasementandtheRoadtoWWIIActivity:TimelineAnalysisonLead-uptoWWII(~25minutes)11.TellstudentsthattheywillnowdigintoatimelineofeventsleadingtoWorldWarIIandexplorehowthechoicestofightorappeaseunfoldedovertime.TheywillthinkaboutwhetherChamberlainmadetherightdecisionwiththeinformationhehadbackthenandwhethertheywouldhavedonethingsdifferently.12.StarttheslidedeckatSlide10.TellstudentsthattheywillnowlookcarefullyatatimelineofhowGermany,Britain,andFranceactedfrom1935to1938toprepareforthediscussionoftheCentralHistoricalQuestion:Givenwhatheknewatthetime,didChamberlainmaketherightdecisionaboutthepolicyofappeasementwithHitlerin1938?13.Distributethetimelineandworksheet.Havestudentsreadthetimelineonerowatatime,andforeachrow,indicateinthemarginwhethertheywouldhavemadethedecisionforthecountrytofight(“F”)orappease(“A”)iftheywereChamberlainatthatpoint.Refertotheteacherversionofthetimelineandworksheetforpotentialstudentanswers,andpostthedirectionsonSlide11.○Note:Youmaywanttodopartofthisasawholeclasstoensurethatstudentsunderstandthedirections.Fortheannotation,youcouldletstudentsknowthatperhapseveryonemightstartthinkingappeasingisappropriate,butmaydifferonwhetherandwhentheythinkfightingisabetterstrategy.Itmaybegoodtotellstudentstokeeptheiranswerstothemselvesfornowtobuildmomentumforthediscussion.14.Afterreviewingandannotatingthetimeline,postthedirectionsonSlide12andhavestudentsfillouttheworksheetwithatleastthreeevidence-basedreasonsonwhetheritwasrightorwrongforChamberlaintoappeaseHitlerin1938.Tellstudentsthattheymaypullevidencefrombothoftheirappeasementworksheets.3
UnderstandingAppeasementandtheRoadtoWWIIPart2:CentralHistoricalQuestionDiscussionStudentsWill:●Makeahistoricalargumentaboutwhether,givenwhatheknewatthetime,Chamberlainmadetherightdecisionaroundthepolicyofappeasementusingyourinterpretationofevidencefromsecondarysources.●Considertheeffectivenessofappeasementasastrategyformaintaininginternationalpeace.Materials:●Slidedeck:UnderstandingAppeasementandtheRoadtoWWII(Google|PowerPoint●AppeasementThoughtExerciseWorksheet:studentversion(Google|Word)andteacherversion●AppeasementTimeline(Google|Word)●AppeasementTimelineWorksheet:studentversion(Google|Word)andteacherversion●OptionalMaterials:○AppeasementOERProjectarticlePreparation:●Setupyourclassroomarrangementtosupportthediscussionstructureyou’dliketouseduringthelesson(i.e.,wholeclass,groupsoffourormorestudents).●Reviewthestudentreflectionexitticketquestionsanddecidewhichyouwilluse.Opener:PreparingfortheDiscussion(~5minutes)1.Remindstudentsthattodayyou’llbehavingaclassdiscussion,andtellstudentsthatattheendofthelessontheywillhaveanopportunitytosharetheirfeedbackonthelessonwithyou.You’llusetheirfeedbacktoimprovefutureclassdiscussions.2.Havestudentstakeaseatinyourpreferreddiscussionstructure(i.e.,wholeclass,groupsoffourormorestudents),andtakeouttheirworksheetfromthepreviousday.3.Takeafewminutestoreviewyourclassroomnormsfordiscussion.4.Askstudentstoidentifyoneortwogoalsthattheyhaveforthemselvesduringtoday’sdiscussion(e.g.,bringinginevidencetosupporttheirpoints,beinganactivelistener).CentralHistoricalQuestionDiscussion:Givenwhatheknewatthetime,didChamberlainmaketherightdecisionaroundthepolicyofappeasement?(~20minutes)5.TellstudentsthattheywillbeusingevidencefromtheirappeasementthoughtexercisereadingandworksheetandtheirappeasementtimelineandworksheetsotheycanhavealongerdiscussionontheCentralHistoricalQuestion:Givenwhatheknewatthetime,didChamberlainmaketherightdecisionaroundthepolicyofappeasementwithHitlerin1938?Placethequestioninaprominentplaceintheclassroomforstudentstorefer4
UnderstandingAppeasementandtheRoadtoWWIIbacktothroughthediscussion(youcanuseSlide13intheslidedeck).Givestudents2–3minutestoindependentlyreviewtheirworksheetsandjotdownideasofhowtheymightanswerthequestionatthispoint.6.Tellstudents,“Wearegoingtohavea15–20minutediscussion.Duringthediscussion,IwantyoutoengagedeeplywiththeCentralHistoricalQuestion,bringinevidencefromthesourcesyou’vereadandanalyzed,bringininsightsfromyourownbackgroundknowledgeandlifeexperiences,andreallylistentothepointsthatyourclassmatesmakeandrespondtothem.”7.OpenthefloorforaclassdiscussionontheCentralHistoricalQuestion:Givenwhatheknewatthetime,didChamberlainmaketherightdecisionaroundthepolicyofappeasementwithHitlerin1938?Remembertoprioritizestudentvoiceoverteachervoice;however,ifthediscussionhastroublestartingorsputters,considerusingsomeofthesuggestedfacilitationmovesbelowtosupportstudentsindeepeningtheirdiscussion.Youcouldalsoasktheselessonspecificprobes:○HowmanyofyouthoughtitwaswrongforChamberlaintoappeaseHitler?○Forthoseofyouwhothoughtso,canyoustartusoffbysharingwhen(whichyear)wasthepointofnoreturn,ortheyearwhereyouthoughtthere’snowayoutofthisexceptthroughfighting?○Whatwasyourreasoning?ChallengePotentialTeacherFacilitationMovesIfstudentsaren’tengagingdeeplywiththeCHQ,youmighttry...●Probeforelaboration:Canyousaymoretothegroupaboutthat?Andcanyoutellusmoreaboutwhereyou’recomingfrom?●ReturntoCHQ:Let’scomebacktoourCentralHistoricalQuestion.Wherearewewiththat?Ifstudentsaren’tengagingwitheachother,youmighttry...●Uptakestudentcomment:I’mhopingafewofyoucanshareyourreactionsorquestionstothegroupaboutwhat[student]justsharedabout...●Exposethediscussionstructure:I’mhearing[studentA]say[this],and[studentB]say[that].Canwedoashowofhandsonwhichargumentyouagreewithatthispoint?...Canyoudiscusswitheachothertoseeifyoucancometoanagreement,oratleastfigureoutwhereyoudisagree?Ifstudentsaren’tengagingwiththesources,youmighttry...●Pressingfortextualevidence:Wheredoyouseeevidenceforthatinthetext?●Markingtext:Let’sbringourattentionto[specificplaceinthetext].Ifstudentsaren’tbringingintheirknowledgefromoutsideofthetext,youmighttry...●Pressingforbroaderevidence:Aretherethingsinyourpersonalexperience,oranyknowledgefromoutsideofthetexts,thatsupportsorchallengeswhatwe’vediscussedsofarabout[historicaltopicorquestion]?●Exploringstudentperspective:We’vebeenconnectingtothetextalot,andthat’sreallyimportant,butIalsowanttohearyouractualthoughtsabout5
UnderstandingAppeasementandtheRoadtoWWII[historicaltopicorquestion].Off-RampDiscussion:ContemporaryExamplesoftheStrategyofAppeasement(~5minutes)8.Explaintostudentsthatappeasementwasafailedpolicy.SpeakerNotes(Slide14):OnSeptember1,1939,GermanyinvadedPolandandwedatethatasthebeginningoftheSecondWorldWar.ThatattackfinallyprovokedBritainandFrance,whohadarmiesthatcouldactuallyconfronttheAxisPowers.BritainandFrancehadbeenreluctanttoconfronttheseexpansioniststates.ButPolandhadallianceswithFrance,andmorerecentlywithBritain,sowhenGermanyinvadedPoland,theBritishhadtoreact.Bylate1939,BritainandFrance(andtheircolonies)wereatwarwithGermany.TheinvasionofPolandforcedChamberlain’shand.Hesooncameunderattackfromallpoliticalsidesafterthedisastrousfirstmonthsofwar,whenmanybelievedGermanywouldwinarapidvictory.Unabletoformanationalgovernmenthimself,heresignedinMay1940afterthefailureoftheBritisheffortstoliberateNorway.Hediedsoonafterhisresignation.9.Askstudentstodiscussinsmallgroups:Inthiscase,appeasementdidnotworkasastrategyformaintaininginternationalpeaceandledtodisastrousresults.Doyouthinkthisisalwaystrue?○Probingquestion:Shouldthisbearuleofthumbintheglobalcommunityallthetime?○Notetoteacher:Timepermitting,seewhereyourstudentsgowiththisandhavethemshareoutorexchangeperspectivesacrossgroups.YourstudentsmightmentionmodernexamplessuchasUkraineandTaiwan.Activity:IndependentWriting(~15minutes)10.Tellstudentsthatnowthatthey’vehadtheopportunitytohearvariousargumentsanddiscusstheevidence,theywillwriteaparagraphsharingtheirownindividualconclusionabouttheCentralHistoricalQuestion.Tobuildastrongargument,theyshouldusemultiplepiecesofevidence.Sharethisprompt:Writeaparagraphrespondingtothefollowingprompt.Makesuretosupportyourclaimwithevidencefromthesourcesyou’veanalyzed:Givenwhatheknewatthetime,didChamberlainmaketherightdecisionaroundthepolicyofappeasement?Closer:ExitTicket&Reflection(~5minutes)11.Sharetheexitticketquestionsyouselectedoradaptedfromthechoicesintheboxonthenextpageandhavestudentstakeafewminutestoreflectandsharetheirfeedbackonthediscussion.Tellthem:6
UnderstandingAppeasementandtheRoadtoWWII“Asyouanswertheexitticketquestions,Iwantyoutothinkbacktothegoalsthatyousetforyourselfduringthediscussion.Pleasebehonestandthoughtfulinyourreflections,becauseyouranswerswillhelpimprovethewaythatImightteachthislessoninthefutureandthewaysthatIdecidetofacilitatefuturediscussionlessons.”CategoryPotentialExitTicketQuestionsWesuggestthatyoueitherpre-selectonequestionfromeachofthecategoriesbelow,orhaveyourstudentspickonefromeachcategorythatthey’dliketoanswer.Historicalcontent●Howdidtoday’sdiscussiondeepenorchangeyourunderstandingof[historicaltopic]?●Ifyoucouldgobackintimeandasksomeonefromhistoryaquestionbasedontoday'sdiscussion,whowouldyoutalktoandwhatwouldyouaskthem?Discussionexperience●Howconfidentdidyoufeelcontributingtotoday’sdiscussion?Whathelpedorheldyouback?●Whatwasoneperspectivesharedbyaclassmatethatmadeyouthinkdifferentlyaboutthetopic?Howdiditchangeyourthinking?●Overall,howdoyouthinkthediscussionwent?Whydiditgowellornotgowell?Planningforthenextdiscussion●Whatisonespecificgoalyouhaveforimprovingyourparticipationinfuturediscussions?●WhatcouldwedoasaclassandwhatcouldIdoasyourteachertomakethediscussionbetternexttime?7
UnderstandingAppeasementandtheRoadtoWWIIThecreationofthesematerialswassupportedbytheInstituteofEducationSciences,U.S.DepartmentofEducation,throughGrantR305A220457toDigitalPromise.TheopinionsexpressedarethoseoftheauthorsanddonotrepresentviewsoftheInstituteortheU.S.DepartmentofEducation.ThisworkislicensedunderCCBY4.0.