Website Address: https://library.curriki.org/oer/Unit-6-1914-1945-in-World-History
This "learning pursuit" site though not a WebQuest does give students tasks and resources. The students gather information around the provided essential questions studying the rise of Hitler. This learning pursuit offers an application of student learning to the modern day.
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This WebQuests guides students to research and work to answer the provided essential questions dealing with the rise of dictatorships leading up to WWII.
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This "learning pursuit" site though not a WebQuest does give students tasks and resources. It was created for 12th grade IB History students but can be adapted for younger non-IB students. It covers some of the main topics for the European events of WWII.
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This is a concept formation lesson about totalitarianism, intended for the Interwar Period in World History.
This lesson was designed for high school freshmen, however, could be used across multiple grades. In this students review a timeline of the Russian Revolution and then participate in an Inquiry Based lesson, where they look at primary sources to decipher the major causes of the Russian Revolution.
Extension Activities Issues, timeline for additional class periods
- Divide the classroom: one side represents India; opposite side of room represents Pakistan and the center pertains to both India and Pakistan.
b. Each student receives a slip of paper containing a fact and allowed ten minutes to research the fact determining if the information pertains to India, Pakistan, or both.
c. Students place themselves on the side of the room corresponding to if the fact pertains to India, Pakistan, or both.
d. Each student shares fact while instructor verifies accuracy and writes on the board.
e. Complete written Venn diagram at desk to review information and keep for notes. (Handout of Venn diagram provided)
THE ISSUES: Pakistan and India Nuclear Armed, Population, Terrorism, Kashmir, Education, Environmental Pollution, Human Trafficking, PovertyDiscussion Idea: Discuss ranking the issues from the perspective of a historical figure who played a role in independence such as Gandhi. How would he rank the issues today? Would his ranking differ from Muhammad Ali Jinnah.2. Timeline of historical events
a. Divide the class into groups and assign each group an issue facing South Asia.
b. The group will utilize research materials to convince the rest of the class, through debate, that their issue is the most important deserving the attention and funds.
c. Each group should provide ten researchable facts about their issue, a graph or chart displaying statistics, and a visual.
d. Each student will cast their vote for the issue they feel is most important. What group made the most convincing argument?
e. Then each student will write a paper ranking the issues in order of importance and explaining why they ranked the issue in a particular order. Each justification for the ranking should be one paragraph in length and give specific reasons for the ranking.
3. Historical Fiction Literature Extension Option for Students
a. Each student will receive a historical event pertaining to the history of South Asia. Utilizing research materials, students create a placard containing the event, date, summary, and visual of the event.
b. Students may for human timeline sharing the historical event, placing themselves in historical order and display placard for historical reference.
4. Jinnah and Gandhi: Two Men, Two Nations A VISUAL BIOGRAPHY
- Students may opt to read and respond to this piece of historical fiction, a love story between a Sikh boy and Muslim girl set against the backdrop of the partition of India during the summer of 1947. Originally published in 1956, this human story brings the tumultuous events of partition to life.
Khushwant, Singh (1994). "Train to Pakistan." New York: Grove/Atlantic
Visual Biograph Option: The instructor may assign a different historical figure to each student pair. After the visual biographies are complete, display the biographies and all students examine each biography and write a paragraph summary of each historical figure using the visual biography as a research tool.
- Student pairs research 15 facts about Mohandis Gandhi and 15 facts about Muhammad Ali Jinah utilizing research materials or the Internet
b. Student pairs will create a VISUAL BIOGRAPHY of each man using words and symbols. For example, a picture of Gandhi and Jinnah may be drawn, cut-out, downloaded, or any other creative display. Around the picture of the men, students will identify attributes relating to each historical figure. The visual biography should be displayed on any size paper and include the following:
1. Identify the religion of Jinnah and Gandhi
2. Identify the time period they lived
3. How did each man die?
4. Identify the goals each man possessed for the India and Pakistan
5. Did the men achieve their goals?
6. Historically, how are they remembered?
7. How did each man impact history?
This video (11:45) is one of the most popular on Crash Course World History.
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This video (13:13) is one of the most popular on Crash Course World History.
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Grade 9 students in Clay Burell's world history class at Korea International School created this multimedia wiki textbook covering world history from World War I to World War II and the beginnings of the Cold War. It was created in June 2007.
I am open to allowing expansion, editing, fact-checking, mash-ups, and any other possibilities suggested by any interested parties.Navigate to This External Web Link: