PIH Lesson StudyThe Persistent Issues in History (PIH)Lesson Study Project is a collaborative professional development model that brings together teachers, teacher-educators, and content experts to systematically plan, implement, and revise a “research lesson.”

Planning the Research LessonPIH Lesson Study team members chose the Interwar Years, 1919-1938 as their topic. Our goal was to engage students in ethical decision-making that was authentic to the historical time and relevant for 21st century civic competence.

AcknowledgmentsFunding for this project was provided by Auburn City Schools, the Auburn University College of Education, and Auburn University Outreach. Dr. Cathleen Giustino, Auburn University Department of History, served as content expert for the project.

Research LessonThe lesson focused on two questions: Could World War II have been prevented? Did the European nations make the wisest policy decisions in managing the 1930s crises and responding to Nazi actions?

Interwar Years Unit SequenceLesson 1: Introductory Grabber – Imminent Iranian Nuclear Threat

• Discussion of Possible U.S. Diplomatic Role• Background Lecture on End of WWI• Map Analysis of Post WWI Europe• CQ & Culminating Activity Introduced

Lesson 2: Geopolitical & Global Economic Background• Data Analysis of Maps, Graphs, Charts detailing Political

& Economic ContextsLesson 3: Rise of Fascism

• Interactive Slide Lecture on Rise of Hitler and Nazism in Germany

Lesson 4: Culminating Activity – European Council & EditorialLesson 4: Culminating Activity – European Council & Editorial

Supporting Student Decision-MakingA European Council of Nations debates 4 crises caused by Nazi

aggression: Rhineland, Anschluss, Munich, and the Invasion of Czechoslovakia. Prior to the council, students read an assigned country profile document (France, Great Britain, Russia or Czechoslovakia) to prepare for representing that nation in the council.

Student WorkFollowing the conclusion of the European Council, students were given the choice of completing an editorial or an editorial cartoon.

John Saye & James Howell, Auburn University, Auburn, AL

LaDonna Powell & Mac Matthews, Auburn Junior High School, Auburn, AL

Figure 2. Lesson Study cycle at Auburn Junior High School. Teachers, teacher-educators and content experts design, implement, reflect, and replicate a research lesson.

Figure 3. Planning scaffold used by Lesson Study Team to plan authentic ethical question and culminating activity.

For further informationPlease contact Dr. John Saye at Auburn University’s - sayejoh@auburn.edu or Mr. Jay Howell at Auburn University – howeljb@auburn.edu.

The Persistent Issues in History (PIH) Network, a curriculum reform project founded in 2001 at Auburn University, develops and supports a national community of teachers who are skilled in engaging their students in problem-based historical inquiry. More information on this and other Persistent Issues in History projects can be obtained by visiting the PIH Network website: http://www.pihnet.org

European Council Sequence

Students were assigned one of three roles: Prime Minister, Foreign Minister, or Diplomat.

Students completed the following steps during each stage of the European Council:

Step 1: Students read a Crisis Scenario and completed a Crisis Scaffold. Each crisis ended with the question: How should your nation respond to Germany’s actions?

Step 2: Student groups representing their assigned nation made an initial policy decision. Students chose from several

historically accurate foreign policy options.

Step 3: Student diplomats negotiated with the other nations on behalf of the Prime Minister and their larger nation. Diplomats sought alliances and agreements that would help them achieve historically authentic foreign policy objectives.

Step 4: Diplomats returned to their home country group where they made a final policy decision.

Step 5: Students participated in the European Conference of Nations during which each nation presented their views on the Crisis and then fielded questions from other nations present.

Could World War II have been prevented?

PIH Planning Log: Conceptualizing Instruction- Framing the Unit Name: Munich Crisis My Content Topic The Persistent Issue The Topic-Specific

Central Question The Culminating Activity

What is a topic that is rich and significant enough to deserve in-depth treatment?

What is the broad, recurring issue that might serve as a focus for organizing content related to my topic? Does my question apply to a

number of topics across time? Is this question evaluative and

ill-structured? o Would people disagree

about the answer? o Could evidence be

offered for at least two different, defensible answers?

What values are in conflict that make this a persistent, troublesome issue?

What is a more specific question that requires students to make a specific, evaluative judgment for which they will have to use knowledge gained from activities in this unit? Does the question relate directly to

the broad, persistent issue? Is the question sharply focused so

that students it calls for a clear student decision that they must defend with evidence?

What will my students do at the end of the unit to answer the unit central question? Is the activity authentic? Is it

something people might do in the real world?

Does the task clearly address the central question?

Have I planned for both individual and group accountability?

Is there a public performance that requires defense of position before peers?

Have I accounted for multiple intelligences so that all can contribute and demonstrate knowledge?

The Interwar Years in Europe, 1919-1939

When is one nation justified in intervening in the affairs of another nation?

Could World War II have been prevented? Did the European nations make the wisest policy decisions in managing the 1930s crises and responding to Nazi actions?

Crisis Management Activity – Students representing various European nations negotiate resolutions to crisis points occurring during the Interwar Years, 1919-1939.

Figure 9. Student Editorial Figure 9. Student Editorial

Figure 10. Student editorial cartoon with required explanation. Figure 10. Student editorial cartoon with required explanation.

Figure 6. PIH Lesson Study Team members.

Figure 6. PIH Lesson Study Team members.

1

Read the Crisis

Scenario

2Make a Policy

Decision

3Negotiate

with Other Nations

4

Make Final Policy

Decision

5

European Conference

Meeting

Resolving 1930s Crises in Europe

European Council Directions

Figure 8. European Council ProcessFigure 8. European Council Process

Czechoslovakia Country Profile Role in World War I Czechoslovakia (today the independent nations of the Czech Republic and Slovakia) did not exist until after WWI. During WWI, although it was part of the Austro-Hungarian Empire, some Czechs and Slovaks did rebel, flee the area, and join a struggle to free their “country” either militarily or politically. Some fought within “Legions” against the Central Powers while others established themselves in foreign cities (like London) and promoted a political agenda of Czech independence. Historical Background (1918-1936)

At the conclusion of WWI, Czechoslovakia emerged from the now defeated Austro-Hungarian (Hapsburg) Empire. It contained several different groups of peoples. The western edge of the country, known as the Sudetenland (in green at right), was heavily industrialized and heavily populated by Germans (approximately 86%). At its “birth”, Czechoslovakia was among the top ten most industrialized nations in the world.

Czechoslovakia’s primary early concern was uniting multiple cultural groups under the banner of a single nation. Her first President, Masaryk (1918-1935), struggled to satisfy the desires and dreams of Czechs (46%), Slovaks (40%), Germans (10%), Ruthenes, Hungarians, and Jews. Masaryk’s widespread popularity (he is often compared in popularity to George Washington) helped him navigate this difficult time without the new nation breaking apart.

The Great Depression damaged Czechoslovakia much

as it did the rest of Europe, but the Sudeten Germans were especially hard hit. Much of their money for business investments came from Germany, which linked them to the U.S. economy (the Dawes Plan and German reparations)…not a good thing in 1929! The Sudeten Germans blamed the Czech government and the Jews for their financial problems. This led to the significant growth of Nazism during the early 1930’s amongst Sudeten Germans. While they claimed no connection to Hitler, it is clear that the

Nazis in Germany were directly supporting this growing movement. Foreign Policy

During the early 1920’s, Czechoslovakia signed a series of treaties with smaller central European nations to secure herself against Hungary. From that point forward, she would focus on maintaining relations with the larger western European countries. A defensive pact was signed with France in 1924 (France would defend her if attacked). When Masaryk retired in 1935, Benes continued in his footsteps. He signed a defensive pact with the USSR in 1935, but it depended upon France actually actively defending Czechoslovakia before the Soviets would act.

Figure 5. Country Profile Example - CzechoslovakiaFigure 5. Country Profile Example - Czechoslovakia

Figure 7. Classroom Arrangement for European Council

Figure 7. Classroom Arrangement for European Council

Figure 1. PIH Network Home Page.Figure 1. PIH Network Home Page.

THE INTERWAR

YEARS, 1919-1939

Lesson 1 : Introductory Grabber on

Nuclear Tensions

between Iran and Israel

Lesson 2 : Geopolitical

and Economic Background

Lesson 3 : Rise of

"Fascism"

Lesson 4 : Crisis

Management Activity

Nuclear Reactors,

Bombs, and ICBMs

Israeli and Iranian

National Interests

U.S. Interests

Versailles Treaty

Russian Revolution

Pre/Post Boundary Changes

Global Depression

Seizure of Ruhr

Valley (FR)

Dawes Plan

Fascist Aggression

Italy in Ethiopia

Japan in China

Spanish Civil War

Weimar Republic

Hitler and Mein

Kampf

Treaty of Versailles

Lebensraum

Push to East

History of Invasion

Communism vs. Capitalism

Czechoslovakia

France

Great Britain

Soviet Union

Germany

prevent war

restrain Germany

change Versailles

Treaty

end reparations

survive as new state

create multicultural democracy

prevent invasion

consolidate communism

prevent war

protect overseas empire

Countries (Perspectives)

CrisesCrisis 1:

Rhineland

Crisis 2: Anschluss

Crisis 3: Czechoslovakia

(Munich)

Figure 4. Concept map of unit content.Figure 4. Concept map of unit content.