Scenario of an open lesson
"The World on the Road to World War II"
Developed by Gavrilova SV
teacher of history and social studies
MBOU secondary school No. 36
Introduction
IN last years in connection with the course towards the modernization of education in Russia, information Technology education. Case technology is one option. It is based on providing students with information educational resources in the form of special sets (cases), educational and methodological materials intended for study.
The use of case methods in the classroom contributes to the formation of students' teachings and skills, such as text analysis, planning and organizing work in time, self-control, self-assessment of one's work, comparison, generalization historical facts ability to correctly analyze historical situations.
Life beyond the walls of the school shows that the success of any person begins to be determined not by the amount of knowledge, but by his mobility, the ability to independently obtain new information necessary not at all, but at the moment, the ability to relearn. If a student knows how to study, how to achieve a goal, how to work with a text, then it is easier for him to receive any knowledge that is needed in life. Most likely, this is also the reason for the transition from the traditional form of the exam to the GIA and the Unified State Examination, the opening of specialized schools and classes, the main task of which is to ensure the preparation of graduates for the next stage of education, modern, student-oriented.
The GIA and USE tests in history are becoming more difficult. In Part A, for the last two years there have been more text recognition tasks (about whom the words are said, by whom, what historical event reflect, etc. Part B is working with diagrams, maps, illustrations, etc. The preparation of part C remains problematic, where the work with the text is voluminous, the texts are complex. As a result, the graduate must know not only the factual material, but be able to logically compare it with historical sources. And here case technology can help us - an interactive technology for short-term training, which is based on the theory problem learning allows the lesson:
illustrate theoretical knowledge on the material of real events
stimulates cognitive activity students
contributes to the development of the necessary competencies (the ability to work with sources, look for alternatives in solving problems, etc.)
promotes the development of various practical skills
updates a certain set of knowledge that must be learned when solving the stated problem
Lesson script.
Theme of the lesson "The world on the way to the Second World War"
Epigraph of the lesson: “It is not the military who start the war
The politicians start the war."
W. Westmoreland.
Lesson goals.
Tutorial:
form an idea of inconsistency foreign policy European states, causes and consequences of this policy
Developing:
develop basic general teachings and skills, such as text analysis, planning and organizing work on time, self-control, self-assessment of one's work, comparison, generalization of historical facts
Nurturing:
Raising patriotic feelings, a negative attitude towards war and violence in any form, fostering a sense of pride in their homeland, which turned out to be the only country capable of consistently pursuing a peace-loving policy.
Visualization and equipment of the lesson: atlases on the course of general history,
plates with the name of states, handout for each
groups (see Appendix), computer, projector.
During the classes
Stage I of the lesson - organizational.
The task of the teacher is to prepare students for work in groups. For this you need:
Prepare a workplace for groups
Divide students into groups and place them in a class with a conditional name: "England", "France", "USA", "Germany and Italy", "USSR" The rulers of each power occupy their own table, on which a plate with the name of the state is placed.
Prepare handouts (atlases, paper, pen.)
All this must be done before the start of the lesson, so that immediately after the call you can start working.
Stage II - updating the basic knowledge in the course of a conversation with students. (7min)
The task of the teacher is to help students identify the topic and purpose of the lesson. Actualization of knowledge on international relations after the end of the First World War in the form of a frontal conversation on the results and consequences of the First World War.
Teacher: guys, what is the topic of today's lesson?
The teacher distributes cases in which information is presented on the foreign policy of European countries after the First World War and the students, analyzing them, determine the tasks of the foreign policy of Western countries before the start of the Second World War and the topic of the lesson.
Task number 1
Identify and explain the choice of allies among other European states.
The main task facing each group.
Give a reasoned answer to the question from the position of the state "Was it possible to avoid the Second World War?" (this question is presented on the slide).
Presented material for groups:
A) the balance of power in Europe in the 30s.
B) extracts from the minutes of international negotiations on the eve of the war
C) card with the task and the conditions for its implementation (case)
d) organizational memo
D.) paper for keeping records
E) options for the design of options for solving the problem.
After students work in groups on cases, they summarize by defining the topic of the lesson: THE WORLD ON THE EVE OF THE SECOND WORLD WAR.
Teacher: Studying the history of the Second World War. The Second World War drew 61 states into its orbit, 4/5 of the population the globe. Armed struggle was waged on the territory of 40 countries of Europe, Asia, Africa, on vast maritime spaces. This war, the most bloody and destructive in the history of mankind, lasted for a long 6 years. It claimed over 50 million lives, of which at least half were the sons and daughters of our former USSR.
To prepare this world armed conflict so many factors influenced it, so many multidirectional events intertwined in its maturation that even professional historians can easily figure out the heap of military-political and diplomatic plots. And today in the lesson we will try in the prehistory of the Second World War.
Teacher: before we move on to the study of new material, remember what characterized the international situation on the eve of the war?
As a result of the conversation, the students emphasize that the features of the development of international relations were as follows:
The desire of the countries that lost the first world war, to revenge
Distrust between the countries - allies in the First World War, deepened during the global economic crisis
The distrust of Western countries in the ongoing foreign policy of the USSR
Underestimation by the world community of the threat of fascism, which was regarded only as an internal policy in Germany and Italy.
The assertion of force as the main means of conquest of the world state
Teacher: therefore, the defeated countries decided to take revenge, guys, answer what measures they will take, working with cases, they come to the following conclusions:
violation of the terms of the post-war settlement by the countries that lost World War 1 (Germany, Italy)
the desire of these countries to create a military-political alliance to coordinate their actions
the threat of breaking the Versailles-Washington system
exacerbation of international relations.
Teacher: from the conclusion drawn, a problem arises that still worries many historians:
Stage III - the assimilation of new material in the course of independent cognitive activity students. (7-10min).
Purpose: to find out the consequences of the contradictory nature of the foreign policy of European states and to answer the problematic question: was it possible to prevent the outbreak of the Second World War? For this you need:
Determine the tasks of the foreign policy of Western countries before the start of World War II.
Identify and explain the choice of allies among European states
To give a reasoned answer to the question from the position of the state "Was it possible to prevent the outbreak of the Second World War?"
(this sequence of work is distributed to each group that is looking for answers in the proposed cases)
The task of the teacher is to organize the activities of groups and controllers, to help groups and controllers in their work, to maintain a high pace in work.
Teacher: in order to find the answer to a problematic question, you are given a set - a case that contains necessary information for solutions learning task. After studying the study of the problem, the group develops its own project and its design, determines the way it will be presented in class. The way of presenting the results of the work is presented in the case and presentation (prepared at home, by each group)
Students independently work on cases by completing the following tasks
Task number 1.
1. Read the information about your country.
2. formulate in writing 2-3 main foreign policy objectives of this country
Additional questions for the final conversation.
A) Is it possible to solve the tasks facing the country only by the forces of one's own country?
B) Are there any similarities in the foreign policy tasks of your country with other countries?
Task number 2.
Select the main one among the foreign policy tasks of the country. Learn about other countries.
Find allies in foreign policy and explain your choice.
V-th stage. Presentation of the result of the work (10-15 minutes). Each group presents a Presentation and examination of the results of small groups for a general discussion (within the study group)
Teacher: formulate a conclusion on this problem (1-2 sentences): Is it possible to prevent the outbreak of the Second World War? The operating time is 3-4 minutes.
Additional questions for the final conversation
A) did it exist? real opportunity changes in the state's foreign policy at that time?
B) what were the consequences of the controversial nature of Western foreign policy?
Stage VI - consolidation of acquired knowledge (7 min)
The teacher in the slide presents to the students "The reasons for the collapse of the mechanism for the prevention of international crises"
Students write in their notebooks:
Unwillingness to take decisive action
Underestimating the danger (Hitler's rise to power)
German appeasement policy
American isolationism.
The teacher comments on the diagram on the slide: “The main events of foreign policy on the eve of the Second World War” and sums up the lesson: “Using as a pretext for war a staged attack on radio stations arranged by the Germans themselves in the German border town of Gleiwitz, September 1, 1939 at 4 hours 45 minutes Wehrmacht , implementing the Weiss plan, began hostilities against Poland. The Second World War has begun."
Summary of the teacher.
At first glance, the situation in the 1930s seems paradoxical. the powers that benefited most from the victory in the First World War - England and France, maintained allied relations. Close ties remained, they had, especially with England, with the United States. Nevertheless, these countries did not seriously oppose the destruction of the Versailles-Washington system by their competitors in Europe and Asia, and even helped to strengthen their positions.
Soviet leaders saw the reasons for the pliability of the Western countries and their desire to push Japan, Germany and Italy to aggression against the USSR. Was Western diplomacy really trying to avoid new global bloodshed? For what purpose did it make concessions to the powers seeking to revise the results of the First World War? What place was given to the USSR in the new international situation? We tried to answer all these questions today.
In conclusion, the teacher quotes the words of the ancient philosopher Terentius:
"Before resorting to weapons, a reasonable person will try all other means"
Students analyze the sentence
Teacher assessment of students (5 min)
Conclusion
We are not in a position to provide this assistance to every single student in the class. This responsibility Our students are able to take on themselves if they work in small groups and are responsible for the success of each, if they learn to help each other. On pedagogical language this means that it is necessary to use methods adequate to the given task. You can study in a team (with a predominance of frontal activities), where a strong student always wins: he “grabs” faster new material, learns it faster and the teacher relies more on it. And the weak from time to time becomes even weaker, because he does not have enough time to clearly understand everything, he does not have enough character to ask the teacher questions, respectively, he cannot answer quickly and correctly and only “slows down” the rhythmic progress towards general success. You can study individually, using appropriate methods and teaching materials.
This technology motivates students to study the subject, a situation of success is created in the classroom, the desire to prove their point of view leads to their study a large number additional material, which in turn affects the improvement of the quality of education and deeper preparation for the final certification.
1933 - the coming to power in Germany of the Nazis year - the coming to power in Germany of the Nazis. 1. A departure from the perception of all "imperialist" states as real enemies, ready at any moment to start a war against the USSR. 2. The desire to create a system of collective security in Europe in alliance with the democratic countries against Germany and Japan. 1. A departure from the perception of all "imperialist" states as real enemies, ready at any moment to start a war against the USSR. 2. The desire to create a system of collective security in Europe in alliance with democratic countries against Germany and Japan year - the establishment of diplomatic relations with the United States year - the entry of the USSR into the League of Nations year - mutual assistance treaties with France and Czechoslovakia gg. - USSR condemnation of the aggressive actions of Germany and Italy year - establishment of diplomatic relations with the United States year - entry of the USSR into the League of Nations year - mutual assistance treaties with France and Czechoslovakia - USSR condemnation of the aggressive actions of Germany and Italy. New Course” of the USSR in foreign policy.
People's Commissar for Foreign Affairs M.M. Litvinov People's Commissar for Foreign Affairs M.M. Litvinov's "New Course" of Soviet diplomacy was largely associated with the activities of the new People's Commissar for Foreign Affairs M.M. Litvinova () 1939, May V.M. becomes People's Commissar Molotov's "New Course" of Soviet diplomacy was largely associated with the activities of the new People's Commissar for Foreign Affairs M.M. Litvinova () 1939, May V.M. becomes People's Commissar Molotov
The European direction of the foreign policy of the USSR, an agreement on mutual assistance with France and Czechoslovakia, the participation of the USSR in the Civil War in Spain against the fascist regime of General Franco 1939, attempts by the USSR to conclude military treaties with England and France. Negotiations dragged on. August 23 Molotov-Ribbentrop pact secret protocols on the division of spheres of influence in Europe. September 28, 1939 - Treaty of Friendship and Border between the USSR and Germany, an agreement on mutual assistance with France and Czechoslovakia, the participation of the USSR in the Spanish Civil War against the fascist regime of General Franco 1939 - the USSR attempts to conclude military treaties with England and France. Negotiations dragged on. August 23 Molotov-Ribbentrop pact secret protocols on the division of spheres of influence in Europe. September 28, 1939 - Treaty of Friendship and Border between the USSR and Germany
Non-aggression pact between Germany and the Soviet Union. August 23, 1939. Non-aggression pact between Germany and the Soviet Union. August 23, 1939. Molotov signs the treaty, Ribbentrop is behind him, Stalin is on the right Molotov is signing the treaty, Ribbentrop is behind him, Stalin is on the right
Far Eastern policy of the USSR in the 1930s. Second hotbed of war Far East 1931 - Japanese capture of Manchuria year - Japanese capture of Manchuria year - Anti-Comintern Pact between Germany and Japan year - Anti-Comintern Pact between Germany and Japan. 1937, summer - Japanese attack on China. 1937, summer - Japanese attack on China. 1938, summer - a clash between Japan and the USSR in Manchuria on Lake Khasan. 1938, summer - a clash between Japan and the USSR in Manchuria on Lake Khasan. 1939, May - repulse of Japanese aggression Soviet troops on the Khalkhin Gol River 1939, May - repulse of Japanese aggression by Soviet troops on the Khalkhin Gol River
The policy of "appeasement" Italy began a war against Ethiopia 1936, summer - a fascist coup in Spain. Civil War in Spain. In 1939, the establishment of the Franco regime 1936 - the entry of German troops into the Rhine zone 1936 - the Anti-Comintern Pact of Germany and Japan on the joint struggle against the communists in Italy = "Axis Berlin-Tokyo-Rome" In September 1940, the Tripartite Pact was concluded: Germany + Japan + Italy Italy started a war against Ethiopia 1936, summer - fascist coup in Spain. Civil War in Spain. In 1939, the establishment of the Franco regime 1936 - the entry of German troops into the Rhine zone 1936 - the Anti-Comintern Pact of Germany and Japan on the joint struggle against the communists in Italy = "Axis Berlin-Tokyo-Rome" In September 1940, the Tripartite Pact was concluded: Germany + Japan + Italy
1939 - coming to power The dictator of Spain, General Franco The Spanish Civil War
Japanese aggression in China and the Far East. Help only the USSR. 1938, March-Anschluss of Austria 1938, September - Munich Agreement - the consent of England and France to the rejection of the Sudetenland from Czechoslovakia and annexation to Germany 1939, March-occupation of all of Czechoslovakia. The Czech Republic turned into a German protectorate of Bohemia 1939, May The "Steel Pact" of Germany and Italy, directed against Western countries by Japan's aggression in China and the Far East. Help only the USSR. 1938, March-Anschluss of Austria 1938, September - Munich Agreement - the consent of England and France to the rejection of the Sudetenland from Czechoslovakia and annexation to Germany 1939, March-occupation of all of Czechoslovakia. The Czech Republic has become a German protectorate of Bohemia 1939, May "Steel pact" of Germany and Italy, directed against Western countries
gg. - Accession of Lithuania, Latvia and Estonia to the USSR. - Accession of Lithuania, Latvia and Estonia to the USSR. September 17, 1939 - The Red Army took control of Western Ukraine and Western Belarus, and in November they were legally incorporated into the Belarusian and Ukrainian USSR. September 17, 1939 - The Red Army took control of Western Ukraine and Western Belarus, and in November they were legally incorporated into the Belarusian and Ukrainian USSR. June 1940 - separation of Bessarabia and Northern Bukovina from Romania and their accession to the USSR. June 1940 - separation of Bessarabia and Northern Bukovina from Romania and their accession to the USSR. Implementation by the USSR of the terms of the secret protocols of the Ribbentrop-Molotov Pact: Implementation by the USSR of the terms of the secret protocols of the Ribbentrop-Molotov Pact:
November 30, 1939 - March 12, 1940 - Soviet-Finnish war (winter war) - annexation of the Karelian Isthmus and the northern coast of Lake Ladoga to the USSR November 30, 1939 - March 12, 1940 - Soviet-Finnish war (winter war ) - accession to the USSR of the Karelian Isthmus and the northern coast of Lake Ladoga Carl Gustav von Mannerheim Semyon Konstantinovich Timoshenko Losses of Russians Died and died of wounds at the stages of sanitary evacuation Died in hospitals from wounds and diseases Missing in action Total irretrievable losses on these lists amounted to servicemen Losses of Finns
Capture of Europe by Germany September 1 attack on Poland April 1940 - occupation of Denmark, Norway May plan "Gelb" - occupation of the Benelux countries Mid-battle for England Summer April 1941 battles in the North. Africa: It. + German. against the British June 1940 Germans in Paris, June 22 Armistice of Compiegne April 1941 Balkans: Greece, Yugoslavia May Dunkirk miracle
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Text content of presentation slides: Western world on the eve of World War IIApproval of fascist regimes Grade 10 The World History OBJECTIVES of the lesson 1. Outline the conditions and causes of the emergence of fascist ideology.2. Continue to form an understanding of patterns historical development in post-war conditions3. To bring up a negative attitude towards war as a means of solving world economic and political problems. PROBLEM ASSIGNMENT What slogans did the NSDAP put forward?2. What social strata supported the Nazis?3. According to the election results, in 1932 the NSDAP was losing popularity. So why did the Nazis come to power in 1933? pp. 38 - 39 Nationalist slogans: For the revival of "Greater Germany" The fight against the non-Aryan race (primarily the Jews). Socialist slogans: Elimination of unearned income. Nationalization of trusts. Prohibition on speculation, etc. The Nazis were supported by the following social strata: Urban poor Lumpen Artisans Small land peasants Military Big businessmen The Nazis came to power: Representatives of the German right-wing political elite were afraid that left forces might come to power. Therefore, they opposed A. Hitler to the socialists and communists. Hitler's coming to power "Night of the Long Knives" - June 1934. Hitler's massacre of SA stormtroopers led by Ernst Röhm (arrested and shot on June 30). 77 people were executed as conspirators. Reichstag fire. February 1933 NAZIS BURN BOOKS NAZI EMERGENCY LAWSAssertion of one-party domination of the NSDAP. Elimination of Weimar federalism and the creation of a centralized fascist state. In March 1933, the governments of most German states were dissolved. land governments. As a rule, gauleiters became stadtholders - the leaders of the provincial organizations of the NSDAP. At the beginning of 1934, the landtags (parliaments) of the lands were abolished. EMERGENCY NAZIS LAWSIn May 1933, instead of trade unions, the German Labor Front was formed. Factory committees were abolished, instead of them, “trusted councils” were introduced at enterprises. Labor service for adult Germans became mandatory. In the summer of 1933, political parties were liquidated. The law "On Ensuring the Unity of the Party and the State" (December 1933) Approved the one-party system of the NSDAP in Germany. PROBLEM ASSIGNMENT Describe the fascist model of economic life? P. 40 Features of the fascist model of economic life MILITARIZATION FORCED LABOR USE OF CONCENTRATION CAMP PRISONER SLAVES RACIAL POLICY IN GERMANY The Nuremberg Laws were adopted in September: Under the law on imperial citizens, Jews were deprived of all political and civil rights Under the law on the protection of German blood and German honor, marriages were forbidden to Jews and even friendly relations with the Germans - Aryans On the night of November 8-9, 1938 The Nazis provoked an all-German anti-Jewish pogrom. More than 30 thousand were sent to concentration camps. This event was called "Kristallnacht". POLICY OF GENOCIDE - persecution and extermination of peoples on racial groundsOn the night of November 9-10, 1938, "Kristallnacht" took place in Germany - the night of broken windows "Kristallnacht" was arranged by the Reichsführer SS Heinrich Himmler, the head of the imperial security main department, Reinhard Heydrich, and the head of the Gestapo, Heinrich Müller. THE GHETTO IS A SPECIALLY DESIGNED FOR THE JEWS ISOLATED PLACE OF RESIDENCE PROBLEM ASSIGNMENTHOW THE PEOPLE'S FRONT IN FRANCE MANAGED TO OVERCOME FASCISM. 41 - 42 WHY DID THE POPULAR FRONT FAIL IN SPAIN? P.42 - 43CIVIL WARVICTORY F.FRANCO Creation of a united anti-fascist Popular Front and a united national anti-imperialist frontVII COMINTERN CONGRESS APPROVED NEW TACTICS OF THE COMMUNIST MOVEMENTSUMMER 1935 XIA FASCIST REGIME REFLECTION WHY IN GERMANY AND ITALY IN THE 30s IN THE YEARS OF THE XX CENTURY WAS THE ESTABLISHMENT OF TOTALITAR REGIMES?
Attached files
After 1933, two opposing camps began to emerge more and more clearly in the world. On the one hand, these are fascist regimes with clearly conquering goals, led by Germany. On the other hand, these are anti-fascist forces led by the USSR. A special niche in the system of contradictory international relations was occupied by the capitalist countries of the West - France and Great Britain. The contradictions and international relations of the developed countries of the world on the eve of World War II will be discussed in this lesson.
On the third side was Soviet Union who created in Europe " collective security system", also not wanting to draw himself into a military conflict on someone's side, but constantly monitoring the actions of German fascism and Anglo-French politics.
In the late 1930s the world was shocked by an unprecedented disregard for international law and laws until that time.
In March 1938 German troops crossed the border with Austria and occupied this country, annexing it to Germany. happened Anschluss Austria, to which the world community for the most part turned a blind eye. At the same time, Hitler made claims to the Czechoslovak region of the Sudetenland, where the majority of the population were Germans. Czechoslovakia was under the threat of a military invasion. The USSR offered help to Prague, but for this he had to lead his troops through Poland, relations with which were very bad. As a result, the world community first forced Prague to give up the Sudetenland, and then, in the fall of the same 1938 dismembered Czechoslovakia itself. In the autumn of 1938, the heads of 4 states - Germany, France, Italy and England - gathered in Munich. Following " appeasement policy”, England and France gave Hitler independent Czechoslovakia at the mercy, thereby predetermining her fate. This agreement went down in history as " Munich agreement". Czechoslovakia was divided between Germany (most of it), Poland and Hungary. Returning to London British Prime Minister Chamberlain confidently declared to the British: (Fig. 2) .
Rice. 2. "I brought you peace" ()
In the Far East, the Japanese army occupied the east coast of China and staged provocations against the USSR in 1938 on Lake Khasan, and in 1939 on the Khalkhin Gol River in Mongolia, which the Soviet Union promised to defend against the Japanese. Both military provocations were broken by the Red Army.
Seeing the escalating situation in Europe and the world, the USSR offers the countries of the West - England and France - to go for rapprochement, thereby opposing, as in the First World War, Germany, realizing that it will not be able to fight on two fronts. Such a proposal could not satisfy the British and French, because. their policy was aimed at expanding Hitler's predatory aspirations to the East - Poland, the USSR, the Balkans. Making concession after concession, believing that Germany, for "closing its eyes" to the violation of all international laws, would never turn its force against them, the British and French were deeply mistaken.
Seeing that Britain and France are unwilling to conclude mutual assistance treaties, the USSR begins to pursue its policy without looking back at the countries of the West. Overnight, he changes his foreign policy orientation and August 23, 1939 signs Non-aggression pact with Germany(Fig. 3), thereby turning Hitler from East to West, winning for himself a couple of years to prepare for war, because. in Moscow, few doubted that sooner or later a war with Germany would happen. It was a decisive move in the world political system. Western countries, pandering to Germany, have themselves become hostages of such a system.
Rice. 3. After the signing of the Non-Aggression Pact between the USSR and Germany ()
1. Aleksashkina L.N. General history. XX - beginning of XXI century. - M.: Mnemosyne, 2011.
2. Zagladin N.V. General history. XX century. Textbook for grade 11. - M.: Russian word, 2009.
3. Plenkov O.Yu., Andreevskaya T.P., Shevchenko S.V. General history. Grade 11 / Ed. Myasnikova V.S. - M., 2011.
1. Read Chapter 11 of the textbook by Aleksashkina L.N. General history. XX - beginning of the XXI century and give answers to questions 3-6 on p. 122.
2. What was the essence of the “appeasement policy”?
3. Why did the rapprochement between Germany and the USSR become possible?