The world on the eve of World War 2 presentation. Presentation on world history of the Western world on the eve of the Second World War
Lesson type: lesson on learning new material.
Lesson objectives:
contribute to identifying the causes and consequences of the emergence of a policy of pacification and collective security,
the causes and essence of the foreign policy of the USSR, establishing the causes of the Second World War;
promote the adoption of a value system based on the denial of aggression as a way of resolving conflicts.
Lesson equipment: textbook, historical documents.
Lesson plan:
1. Introductory word from the teacher.
5. Munich Agreement of 1938
During the classes:
In 2009, a tragic date was celebrated - exactly 70 years ago the bloodiest, most destructive, most cruel of all wars began - the Second World War.What happened 70 years ago, when the world, still recovering from the horrors of the First World War, was drawn into the crucible of the Second World War? Why?
Simulation of the situation to determine the goals of the lesson and pose a problem task. (On each desk there is a red ribbon, which divides the desk into two unequal parts (one is larger, the other is smaller)
Based on the topic of the lesson, what do you think the ribbon on the desk symbolizes? (the difference in the position of the winners and losers).
How do those who have little space feel? (uncomfortable, as if you were deprived of something, you want to move the tape, increase your part of the desk).
Which states felt humiliated and disadvantaged under the terms of the Versailles-Washington system? (Germany and Italy).
What do those who have a lot of space experience? (The desire to retain advantages for oneself).
Which states emerged victorious from the First World War? (England, France, USA)
Teacher's word: I think that the simulated situation will help to better understand what sentiments prevailed in the public consciousness of various countries in the 20-30s. Now, using the diagram again, let's try to determine the purpose of the lesson (WHY appears on the diagram?) What led to World War II? Could it have been prevented? You will answer this question at the end of the lesson.
2. The collapse of the Versailles-Washington system.
International relations in the 1930s were different from those on the eve of the First World War. In the 1930s, only a small group of countries wanted war, while most did not. There was a real opportunity to extinguish hotbeds of war; everything depended on the ability of the world community to organize joint actions.The first test of this ability was the economic crisis. It was global, and it made more sense to fight its consequences together.However, an inability to act together was revealed: the United States established the highest customs duties, Great Britain established an exchange rate for the pound that created the conditions for expanding the export of British goods. Other countries followed suit. A real customs and currency war began, which disorganized world trade and deepened the crisis.
Before the start of the global economic crisis of 1929-1933. relative stability was maintained in relations between states. But in the early 1930s significant changes took place in international relations. And they were associated with a violation of the terms of the Versailles-Washington system.
Each group has cards on the tables: “Japan”, “Italy”, “Germany”. It is necessary to select one of the cards and answer the question: - How is this state guilty of violating the terms of the Versailles-Washington system?
Japan is a program of expansion of the Far East under the slogan of creating a prosperity zone.
Germany - revision of the Treaty of Versailles and the abolition of all military restrictions. Promoting “equality” and “justice”.
Thus, by 1936, the path to rearmament was cleared.
3. The failure of the League of Nations.
In the Charter of the League of Nations in Art. 16 provides for a system of sanctions against the aggressor country. But was the League of Nations able to take advantage of this article? When Japan captured Manchuria in 1931, the League of Nations demanded the withdrawal of Japanese troops. But Japan left the League of Nations.
In 1935, Italy committed aggression against Ethiopia, and the League of Nations again found itself powerless in the face of aggression.
And nothing was done when Germany and Italy openly supported Franco's fascist rebellion in Spain. And she did not oppose the annexation of Austria to Germany (Anschluss) in 1938, although this was prohibited.
4. Military-political bloc "Berlin - Rome - Tokyo".
The three powers that took the path of aggression entered into military-political agreements.
October 1936 – Italian-German agreement (Berlin Protocol) “Berlin-Rome” axis.
November 1936 – German-Japanese agreement on the fight against communism (Anti-Comintern Pact). Italy joined in 1937. This is how a military-political triangle was formed.
5. Munich Agreement of 1938
The annexation of Austria to Germany was only the beginning of the policy of reunification. The next target of aggression was Czechoslovakia. Germany demanded the surrender of the Sudetenland, where most of the ethnic Germans lived, threatening war if they disagreed.
On September 29-30, 1938, in Munich, the heads of government: Chamberlain (Great Britain), Daladier (France), Hitler (Germany), Mussolini (Italy) signed an agreement on the dismemberment of Czechoslovakia.
6. Failure of the idea of collective security.
In 1934, after Germany and Japan left the League of Nations, the Soviet Union was invited to join it.
In the spring of 1939, the situation in Europe became more complicated. Czechoslovakia is occupied, Franco's fascist regime in Spain, France is surrounded by three fascist states. Italy captured Albania.
Stalin was distrusted by England and France, and this played into the hands of Germany.
On August 23, 1939, the Soviet-German non-aggression pact was concluded, which provided for the neutrality of the USSR and Germany in the event of military conflicts between one of the parties. But this was a forced step for the USSR, because gave a free hand in relation to the Baltics and Finland, and the division of Poland.
On September 1, 1939, Germany invaded Poland. On September 3, 1939, England and France declared war on Germany. The Second World War began - the bloodiest, most cruel, engulfing 61 states of the world, where 80% of the world's population lived. The death toll was 65-66 million people.
Could World War II have been prevented?
Homework: 19, page 150 answer questions; fill out the workbook.
Slide 2
German foreign policy was aimed at preparing and waging wars to establish world domination. The armament continued. The fascist leaders claimed that Germany was arming itself to protect other states from the threat of Bolshevism.
Slide 3
“I will have to play ball with capitalism and hold back the Versailles powers with the specter of Bolshevism, making them believe that Germany is the last bulwark against the red flood. For us, this is the only way to survive the critical period and get rid of Versailles."
Slide 4
In 1935, Germany announced its rejection of the terms of the Treaty of Versailles and began the creation of a naval force and air force.
Slide 5
Two hotbeds of military tension have emerged in the world
Japan (waged war against China since 1931) Germany
Slide 6
Collective security system
Among Western countries (England and France) and the USSR, the idea of creating a collective security system appeared. In 1934, the USSR joined the League of Nations. 1935 - a mutual assistance agreement was concluded between the USSR, France and Czechoslovakia
Slide 7
Munich Agreement of 1938
Slide 8
Ethnic Germans lived in the Sudetenland of Czechoslovakia. This fact served as a reason for Hitler to demand the annexation of the Sudetenland to Germany.
Slide 9
On September 29, 1938, the leaders of Germany (Hitler), Italy (Mussolini), France (Daladier), England (Chamberlain) gathered in Munich.
Slide 10
Results of the Munich Agreements
The Sudetenland was transferred to Germany Germany signed a non-aggression pact with England and France The collective security system was destroyed
Slide 11
Beginning of aggression
1939 - Czechoslovakia occupied by the Germans 1939 - Italy captured Albania 1939 - Germany made territorial claims to Poland
Slide 12
An attempt to recreate a system of collective security
(July - August 1939) - Anglo-French-Soviet negotiations reached a dead end. Reason: mutual distrust
Slide 13
Molotov-Ribbentrop Pact
Slide 14
On August 23, 1939, a non-aggression pact and a secret additional protocol to it on the “division of spheres of influence” in Eastern Europe were signed in Moscow.
Slide 15
The meaning of signing a pact
The pact enabled the USSR to prepare for war. The pact helped the USSR avoid war on two fronts (relations with Japan were settled) The secret protocol delimited spheres of influence: Western Ukraine, Western Belarus, the Baltic states, Bessarabia, Finland were recognized as spheres of interest of the USSR
Slide 16
In the fall of 1939, “people's governments” were created in these territories under pressure from Moscow. Former countries were declared socialist republics within the USSR Author of the work: Elena Borisovna Musatova Municipal Educational Institution of the Sortavala MR RK Secondary School No. 1
View all slides
Open lesson scenario
"The world is on the way to the second world war"
Developed by Gavrilova S V
history and social studies teacher
MBOU secondary school No. 36
Introduction
In recent years, in connection with the course towards modernizing education in Russia, educational information technologies have become increasingly relevant. Case technology is one option. It is based on providing students with educational information 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 over time, self-control, self-assessment of one's work, comparison, generalization of historical facts, and the ability to correctly analyze historical situations.
Life outside the walls of 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 that is necessary not in general, 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 obtain any knowledge, which is what he needs in life. Most likely, this is the reason for the transition from the traditional form of examination to the State Examination 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, personality-oriented.
The GIA and Unified State Exam tests in history are becoming more difficult. In Part A for the last two years there have been more tasks on text recognition (who the words are about, by whom, what historical event they reflect, etc. Part B involves working with diagrams, maps, illustrations, etc. Preparation of Part C remains problematic, where work with text is voluminous, the texts are complex. As a result, the graduate must know not only the factual material, but also 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 of problem-based learning. at the lesson:
illustrate theoretical knowledge using real events
stimulates cognitive activity of students
promotes the development of 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 acquired when solving the stated problem
Lesson script.
Lesson topic: “The world is on the way to the Second World War”
Lesson epigraph: “It’s not the military that starts the war.”
Politicians start war.”
W. Westmoreland.
Lesson objectives.
Educational:
to form an idea of the inconsistency of the foreign policies of European states, the causes and consequences of this policy
Developmental:
develop basic general teachings and skills, such as text analysis, planning and organizing work over time, self-control, self-evaluation of one’s work, comparison, summarizing historical facts
Educating:
Fostering patriotic feelings, a negative attitude towards war and violence in any form, instilling a sense of pride in one’s Motherland, which turned out to be the only country capable of consistently pursuing a peace-loving policy.
Visualization and equipment of the lesson: atlases on general history,
plates with the names of states, handouts for each
groups (see Appendix), computer, projector.
During the classes
The first stage of the lesson is organizational.
The teacher's task is to prepare students to work in groups. To do this you need:
Prepare a workplace for groups
Divide students into groups and place them in a class with a conventional name: “England”, “France”, “USA”, “Germany and Italy”, “USSR”. The rulers of each power occupy their own table, on which a sign is placed with the name of the state.
Prepare handouts (atlases, paper, pen.)
All this must be done before the start of the lesson in order to begin work immediately after the bell.
Stage II - updating basic knowledge during a conversation with students. (7min)
The teacher's task is to help students determine the topic and purpose of the lesson. Updating 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, determine the topic of today's lesson?
The teacher distributes cases that present information on the foreign policy of European countries after the First World War and the students, analyzing them, determine the objectives of the foreign policy of Western countries before the start of the Second World War and the topic of the lesson.
Task No. 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 World War II?” (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 protocols of international negotiations on the eve of the war
C) card with the task and conditions for its completion (case)
d) organizational memo
D.) paper for keeping records
E) options for designing options for solving a problem.
After students work in groups on cases, they summarize by defining the topic of the lesson: THE WORLD ON THE EVE OF WORLD WAR II.
Teacher: Studying the history of the Second World War. The Second World War drew 61 states, 4/5 of the world's population, into its orbit. The armed struggle was carried out on the territory of 40 countries in Europe, Asia, Africa, and in vast maritime areas. This war lasted for 6 long years, the bloodiest and most destructive in the history of mankind. It claimed over 50 million lives, at least half of which were sons and daughters of our former USSR.
The preparation of this world armed conflict was influenced by so many factors, so many multidirectional events were intertwined in its maturation, that even professional historians can easily understand the conglomeration 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 studying 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 boiled down to the following:
The desire of the countries that lost the First World War for revenge
Distrust between the allied countries in the First World War, which deepened during the global economic crisis
Mistrust of Western countries in the USSR's foreign policy
The world community underestimated the threat of fascism, which was regarded only as an internal policy in Germany and Italy.
Affirmation of force as the main means of conquering a world state
Teacher: that’s why 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
threat of breaking the Versailles-Washington system
worsening international relations.
Teacher: From this conclusion follows a problem that still worries many historians:
Stage III - assimilation of new material in the course of independent cognitive activity of students. (7-10min).
Goal: to find out the consequences of the contradictory nature of the foreign policy of European states and to answer the problematic question: could the outbreak of the Second World War be prevented? To do this you need:
Determine the objectives of the foreign policy of Western countries before the start of World War 2.
Identify and explain the choice of allies among European states
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 teacher’s task is to organize the activities of groups and controllers, help groups and controllers in their work, and maintain a high pace of work.
Teacher: in order to find the answer to a problematic question, you are given a set - a case, which contains the necessary information to solve the educational problem. After studying the problem, the group develops its project and its design, determines the way it will be presented in class. The method of presenting the results of the work is presented in a case and presentation (prepared at home, by each group)
Students work independently on cases, completing the following tasks
Task No. 1.
1. Read 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 problems facing the country only with the help of one’s own country?
B) are there similarities in the foreign policy objectives of your country with other countries?
Task No. 2.
Identify the main one among the country’s foreign policy objectives. Study material about other countries.
Find allies in foreign policy and explain your choice.
V-th stage. Presentation of the result of the work (10-15 min). Each group presents a presentation and examination of the results of small groups in 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? Work schedule: 3-4 minutes.
Additional questions for the final conversation
A) was there a real possibility of changing the state’s foreign policy at that time?
B) what were the consequences of the contradictory nature of Western foreign policy?
Stage VI - consolidation of acquired knowledge (7 min)
A teacher in a warehouse presents to students “The reasons for the collapse of the mechanism for preventing international crises”
Students write in their notebooks:
Unpreparedness for decisive action
Underestimation of 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 staging attack on radio stations arranged by the Germans themselves in the German border city of Gleiwitz, on September 1, 1939 at 4:45 am, the Wehrmacht , implementing the Weiss plan, began military operations against Poland. The Second World War has begun."
Teacher's summary speech.
At first glance, the situation in the 30s seems paradoxical. The powers that received the greatest benefits from victory in the First World War - England and France - maintained allied relations. They still had close ties, especially 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 strengthen their positions.
Soviet leaders saw the reasons for the compliance of Western countries and their desire to push Japan, Germany and Italy to aggression against the USSR. Was Western diplomacy really trying to avoid new bloodshed on a global scale? For what purpose did she make concessions to the powers seeking an audit of the results of the First World War? What place was assigned 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 Terence:
“Before resorting to arms, a reasonable person will try all other means.”
Students analyze the statement
Teacher assessment of students (5 min)
Conclusion
We are not able to provide this assistance to each individual student in the class. Our students are able to take on this responsibility themselves if they work in small groups and are responsible for everyone’s success, if they learn to help each other. In pedagogical language, this means that it is necessary to use methods adequate to the given task. You can study in a group (with a predominance of frontal activities), where a strong student always wins: he “grabs” new material faster, assimilates it faster, and the teacher relies more on him. And a weak person becomes even weaker from time to time, because he does not have enough time to clearly understand everything, he does not have enough character to ask the teacher questions, accordingly, he cannot answer quickly and correctly and only “slows down” the rhythmic progress towards universal success. You can study individually using appropriate methods and educational 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 them studying a large amount of additional material, which in turn affects the improvement of the quality of education and deeper preparation for the final certification.
Information sheet 1.
Questions:
"Information Sheet No. 2"
Information sheet No. 2.
View document contents
"Information sheet No. 3 on the way to the Second World War"
Information sheet 3.
:
In any case, both governments will resolve this issue through friendly agreement.
Questions:
For what period was it concluded?
View document contents
"Group Master Worksheet"
Main group worksheet
Composition of the group
View document contents
“Lesson for the competition of methodological developments of the VG APKRO”
Lesson on general history, modern history
Grade 11
Lesson topic “On the way to the Second World War”
45 minutes.
Prepared by: teacher of history and social studies, Municipal Educational Institution Secondary School No. 35, Krasnooktyabrsky District, Volgograd, Dzhevelo T.V.
Textbook: Volobuev O.V., Ponomarev M.V., Rogozhkin V.A. “General history.
XX – early XXI centuries. Grade 11. A basic level of". Publishing house "Drofa", 2012
Lesson type– a lesson in learning new material.
Lesson form– group, whole class.
Target: summarize and systematize the knowledge acquired by students on the topic of international relations in the 30s of the 20th century using the technology of critical thinking.
Lesson objectives:
- Educational:
1. Identify the causes and consequences of the emergence of a policy of pacification and collective security and the emergence of aggressor countries.
2. Establish the causes of the Second World War;
- Developmental:
1. Promote the development of skills to establish cause-and-effect relationships,
determine the basic patterns of the historical process, generalize and systematize the facts.
2. Contribute to the development of communication skills in cognitive search - listen to opponents, correctly construct speech phrases, conduct polemics and find a compromise solution in a dispute;
- Educational:
1. Promote the adoption of a value system based on the denial of aggression as a way of resolving conflicts.
Lesson equipment: computer, presentation on the topic, tasks for groups, tape on desks.
Lesson preparation: The class is divided into 3 study groups. Each of them receives assignments to study the problems of international relations of the 30s of the XX century.
During the classes
| Lesson stage | Time | Teacher activities | Student activities |
| 1. Organizational ny stage. Motivation | introduction The topic of our lesson is – On the way to the Second World War(1 slide). 2013 marked 74 years since the start of the bloodiest and most brutal war. Let's formulate the goals of our lesson together.(2 slide) Frontal conversation. Work according to the scheme. What do the symbols I and II mean on the diagram? What is their chronological framework? What is the name of the system of international relations that existed during this period? What was the watershed between the 20s and 30s? Simulation of the situation: (on each desk there is a red ribbon that divides the desk into two unequal parts (one is larger, the other is smaller) Based on the topic of the lesson, what do you think the ribbon on the desk symbolizes? How do those who have little space feel? Which states felt humiliated and disadvantaged under the terms of the Versailles-Washington system? What do those who have a lot of space experience? Which states emerged victorious from the First World War? And now, again using the diagram, let's try to determine the purpose of the lesson, the problem of the lesson. You will answer this question at the end of the lesson. And various historical materials that lie on your tables will help you with this. By working with them in your groups, and listening to my story, you will be able to understand whether the Second World War could have been prevented. All our work will go according to this plan. | They sit in groups formed in advance. Possible answers: (First and Second World Wars). (1914-1918, 1939-1945) Versailles-Washington system (world economic crisis) (difference in position of winners and losers) (uncomfortable, as if you were deprived of something, you want to move the tape, increase your part of the desk) (Germany and Italy) (England, France, USA) What led to the Second World War? Why did it start? |
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| Stage of assimilation, generalization and systematization of knowledge 2. Hotbeds of military danger and rapprochement of aggressors | And so, our first question is: Hotbeds of military danger and the rapprochement of aggressors.(5 slide) At the beginning of the 30s, significant changes occurred in international relations. And they were associated with a violation of the terms of the Versailles-Washington system. There are three states in front of you: Japan, Germany and Italy.(5 slide to the end),as well as information about what conquests they made. Look at the slide and say -Are these countries guilty of violating the terms of the Versailles system? 1931 - Japan occupied Manchuria, getting closer to China and, most importantly, to Russia. The League of Nations recommended the withdrawal of Japanese troops from Manchuria at the request of China, but Japan responded to this in February 1933 by demonstratively withdrawing from the League of Nations, and sanctions against it were never imposed. With Hitler's rise to power in 1933, a totalitarian regime with a racist ideology was established in Germany. Western countries have not hidden the fact that they consider fascism a lesser evil than communism, i.e. for them, the USSR was more dangerous at that time than Germany. Perhaps this is why Western countries did not react to Germany's withdrawal from the League of Nations in 1933. In 1934, a decision was made to create military aviation; the following year, universal conscription was introduced in Germany; In 1936, German armed forces entered the Rhineland demilitarized zone. In 1935, Italy invaded Ethiopia. She did this because at one time, no one punished Japan for Manchuria. The League of Nations declared Italy an aggressor. Having discovered a commonality of interests, Germany, Italy, and Japan began a rapid rapprochement. In 1936, Germany and Japan concluded the Anti-Comintern Pact, and Italy joined in 1937. This marked the creation of an alliance that sought to redistribute the world, but this was not properly appreciated in democracies. And in a secret additional agreement, they gave each other obligations in the event of war between one of the parties and the USSR not to do anything that could ease the situation of our country. | Listen to the teacher's story. Look at the slide and answer the questions: Yes, guilty - disturbance of the peace - committing aggression - militarism - creation of an alliance whose goal is to redivide the world (Paragraph No. 6, p. 56 of the textbook) (Paragraph No. 8 of the textbook, pp. 66-71) |
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| 3. Features of international relations of the early 30s | What were the features of international relations in the 1930s? How did they differ from the relations that existed on the eve of the First World War? Let's find out by moving on to our second question.(6 slide) Read and discuss the historical data on Information Sheet #1 as a group. How was the international situation different in the 1930s compared to 1914? How did the global economic crisis affect international relations in the 1930s? What position did the United States take in the current events? How did they react to the appearance of Hitler? Look at the features of the Moscow Region in the 30s. (6 slide to the end) | Group work. Discussion. Answers on questions. Conversation Working with information sheet No. 1 |
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| 4. The policy of appeasement and the policy of collective security | Let's move on to the next question. Since 1936, two directions in international relations have been formed in Europe: the policy of appeasement and the policy of collective security. British Prime Minister Chamberlain was an active supporter of the policy of appeasement. In his opinion, the main danger was not the actions of Germany, but the possibility of losing control over the development of events. He believed that the First World War arose precisely because the great powers temporarily lost control over the development of events. As a result, the local conflict over Serbia escalated into a world war. In order to prevent such a danger, it is necessary not to lose contacts with all participants in the international conflict and try to solve the problems that have arisen on the basis of mutual concessions. In fact, this meant that Hitler put forward more and more new claims, they became the object of discussion, after which it was necessary to make more and more concessions to Germany, despite possible sacrifices. The policy of collective security was proposed by the French Foreign Minister Louis Barthou. This policy was aimed at maintaining the status quo in Europe, the immutability of existing borders. States interested in this had to conclude mutual assistance agreements among themselves. Barth considered the participation of the USSR in this system vitally important. The conductor of this policy in our country was the People's Commissar for Foreign Affairs of the USSR M.M. Litvinov. During the implementation of this course, the Soviet Union managed to strengthen its position: In 1934, the USSR was admitted to the League of Nations as a member of its Council; In 1935, a Soviet-French mutual assistance treaty was signed (the text of the treaty is on the tables and the respondent can refer to it); In 1936, an agreement was signed with Czechoslovakia; In 1935, the VII Congress of the Comintern set a course for the development of anti-fascist struggle. Now let's find out what was the outcome of these two policies. Read the information on Information Sheet No. 2 and answer the question. Question: What were the results of the pacification policy by the end of 1938? Question: What actions of England and France indicated that their policy of appeasement was a complete failure? | The teachers are listening. Then complete the task on information sheet No. 2 Answer: Germany has become the strongest state in Europe. Hitler believed in his impunity. This brought the start of the war closer. The West was blind: the assessment of the conspiracy was enthusiastic: “Peace to this generation!” Reply March-April 1939 provision by England and France of guarantees of military assistance to all states bordering Germany in the event of an attack by Germany. Paragraph No. 8, page 73, paragraph No. 9, pp. 76-78 of the textbook Working with information sheet No. 2 |
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| 5. Foreign policy of the USSR in the 30s. | And finally, we will find out what the foreign policy of the USSR was in the 30s. Let's move on to the fourth question. For the USSR, the big threat came from Japan. In the summer of 1938, Japanese troops invaded the territory of the USSR in the area of Lake Khasan. In the summer of 1939, the Japanese army provoked a conflict in the Khalkhin Gol region, in Mongolia, which was bound by a military treaty with the USSR. The USSR could find itself in a state of war on two fronts: on one side – Germany, and on the other – Japan. Therefore, it was necessary to conclude a non-aggression pact with one of these states. And this state became Germany. She was also afraid of a war on 2 fronts, since she wanted to capture Poland, and Poland had already been provided with guarantees of protection from England and France. And then Germany would have to fight with them. In addition, Poland borders the USSR, so Germany would have to fight with it as well. This is how the rapprochement between Germany and the USSR happened in 1939. On August 21, 1939, Stalin received a telegram from Hitler, in which he stated that he was committed to concluding a non-aggression pact with the USSR and was ready to sign any additional agreement regarding the settlement of all controversial issues. It became clear to Stalin that the USSR could gain control of Eastern Europe, but not in exchange for agreeing to participate in the war, but as a price for non-participation in it. On the same day, negotiations with England and France were interrupted indefinitely. On August 23, 1939, a non-aggression pact was signed. (8 slide to the end) Now you will study in the group the main terms of this agreement. And then we will discuss them with you. Did the treaty comply with international law? For what period was it concluded? Did he violate the interests of other states? What benefits did each state receive by signing this document?(slide 9, 10) | The teachers are listening. Work in a group with information sheet No. 3. Answer questions. Paragraph No. 9, p. 78 |
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| 6. Conclusion. Reflection | And so, the documents signed in Moscow completed the reorientation of the USSR’s foreign policy. The meaning of this turn is an attempt to ensure the security of the country through an agreement with Germany. The USSR was turning into a non-combatant ally of Germany. The image of a country that consistently opposed fascism and its aggressive policies was destroyed. The immediate result of the signing of these documents was Hitler's final decision to launch aggression against Poland. The Second World War began - the bloodiest, most cruel, engulfing 61 states of the world, where 80% of the world's population lived. The death toll was 65-66 million people. Could World War II have been prevented? | The teachers are listening. Reflection. Answers on questions: Could World War II have been prevented? What were the causes of the Second World War? |
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| (slide 12)§ 8.9; questions: What were the causes of the Second World War? How did the non-aggression pact influence the international situation in the pre-war years? | Write down homework |
Appendix No. 1
Information sheet 1.
Features of international relations of the early 30s
International relations in the 1930s were different from those on the eve of the First World War. In the 1930s, only a small group of countries wanted war, while most did not. There was a real opportunity to extinguish hotbeds of war; everything depended on the ability of the world community to organize joint actions.
The first test of this ability was the economic crisis. It was global, and it made more sense to fight its consequences together.
However, an inability to act together was revealed: the United States established the highest customs duties, Great Britain established an exchange rate for the pound that created the conditions for expanding the export of British goods. Other countries followed suit. A real customs and currency war began, which disorganized world trade and deepened the crisis. Each country tried to shift the burden of the crisis onto others, economic rivalry increased, and the ability to act together was lost. There was no understanding of the integrity and indivisibility of the world.
The growing tension in the world has given rise to a desire in the United States to retire to its “American fortress.” The richest country with colossal resources and the ability to influence world events has seemingly dropped out of world politics. This dramatically increased the aggressors' chances of success.
Hitler's rise to power was not immediately perceived as a radical turn in German politics. For a long time, he was seen only as a strong national leader seeking to restore justice for Germany. The Nazi plans to redistribute the world were not taken seriously at first. The death camps had not yet operated, and the peoples of Europe had not experienced the horrors of occupation. All this was ahead. To many politicians, Hitler seemed like a leader with whom it was entirely possible to do business.
Questions:
How was the international situation different in the 1930s compared to 1914?
How did the global economic crisis affect international relations in the 1930s?
What position did the United States take in the current events?
How did they react to the appearance of Hitler?
Appendix No. 2.
Information sheet No. 2.
The policy of appeasement and the policy of collective security: essence, implementation, reasons for failure.
Implementation of the policy of pacification.
In 1938, Hitler decided to begin implementing his foreign policy program: the redrawing of borders in order to include all regions inhabited by Germans into Germany. First on the list was Austria, Hitler's birthplace. Hitler issued an ultimatum demanding that power in Austria be transferred to the hands of local Nazis. They invited German troops to help them restore order. On March 12, 1938, the Wehrmacht invaded Austria. Its independence was eliminated and it became a region of Germany. Although most Austrians enthusiastically accepted the annexation, seeing only the future of the country in it. But one way or another, a sovereign state ceased to exist in Europe. Nobody could stop this.
Following this, Hitler made claims against Czechoslovakia, demanding the annexation of the Sudetenland, populated mainly by Germans, to Germany. But Czechoslovakia turned out to be a tough nut to crack. She had one of the best armies in Europe and was not going to give in. Hitler decided to achieve the separation of the Sudetenland, frightening the great powers with the prospect of starting a new war. On September 30, 1938, in Munich, with the participation of England, Germany, Italy and France, it was decided to satisfy Hitler’s claims. Czechoslovakia, which was not even invited to the conference, lost 1/5 of its territory, the border was 40 km from Prague.
Question: What were the results of the pacification policy by the end of 1938?
The collapse of the policy of appeasement.
March-April 1939 provision by England and France of guarantees of military assistance to all states bordering Germany in the event of an attack by Germany.
Question: What actions of England and France indicated that their policy of appeasement was a complete failure?
Appendix No. 3.
Information sheet 3.
“Article 1. Both Contracting Parties undertake to refrain from any violence, from any aggressive action and from any attack against each other, either individually or jointly with other powers.
Article 2. In the event that one of the Contracting Parties becomes the object of military action by a third power, the other Contracting Party will not support this power in any form.
Article 3. The Governments of both Contracting Parties will remain in future contact with each other for consultation in order to inform each other about matters affecting their common interests.
Article 4. Neither Contracting Party will participate in any grouping of powers that is directly or indirectly directed against the other party.
Article 6. This agreement is concluded for a period of ten years.”
From the Secret Additional Protocol to the Non-Aggression Pact between Germany and the Soviet Union, August 23, 1939.:
“On the occasion of the signing of the Non-Aggression Pact between Germany and the Union of Soviet Socialist Republics, the undersigned representatives of both parties discussed in strictly confidential conversations the question of delimiting their spheres of influence in Eastern Europe.
These conversations led to agreement as follows:
In the event of territorial and political transformations in the areas belonging to the Baltic states (Finland, Estonia, Latvia, Lithuania), the northern border of Lithuania will be the line dividing the spheres of influence of Germany and the USSR.
In the event of territorial and political transformations in areas belonging to the Polish state, the spheres of influence of Germany and the USSR will be delimited approximately along the line of Narev, Vistula and San
The question of whether it is in the interests of both parties to maintain the independence of the Polish state and what the boundaries of this state will be will be finally decided during further political developments.
In any case, both governments will resolve this issue through friendly agreement.
Regarding South-Eastern Europe, the Soviet side indicated its interest in Bessarabia. The German side clearly stated its complete political disinterest in these territories.
This protocol is considered by both parties to be strictly confidential.”
Questions:
Did the treaty comply with international law?
For what period was it concluded?
Did he violate the interests of other states?
What benefits did each state receive by signing this document?
Appendix No. 4.
Main group worksheet
Composition of the group
1____________________________________
2 ___________________________________
3 ___________________________________
4 ___________________________________
5 ___________________________________
Lesson topic “On the way to the Second World War”
1. Hotbeds of military danger and rapprochement of aggressors
2. Features of international relations of the early 30s
3. The policy of appeasement and the policy of collective security
4. Foreign policy of the USSR in the 30s.
What were the causes of the Second World War?
How did the non-aggression pact influence the international situation in the pre-war years?
List of used literature:
Korotkova M.V. Methods of conducting games and discussions in history lessons. M., 2001.
Gurevich A. Ya. History of the 20th century in search of a method. M., 1999.
Vyazemsky E. E., Strelova O. Yu. How to teach history today. M., 1999.
Selevko G.K. Modern educational technologies. M.: Education, 1998.
View presentation content
"On the Road to World War II"
World economic crisis
What led to the Second World War? What were her reasons? Could it have been prevented?
WHY?
World economic crisis
- 1. Hotbeds of military danger and rapprochement of aggressors
- 2. Reasons for underestimating the danger to the world
- 3. Policy of appeasement and policy of collective security
- 4. Foreign policy of the USSR in the 30s.
Hotbeds of military danger in the world and the rapprochement of aggressors
Japan
Germany
Italy
- 1931 – occupation of Manchuria;
- 1933 – withdrawal from the League of Nations.
- 1933 – withdrawal from the League of Nations;
- 1934 – creation of military aviation;
- 1935 – introduction of universal military service;
- 1936 - entry of German troops into the Rhine demilitarized zone.
- 1935 – occupation of Ethiopia.
- 1936-1937 – “ Anti-Comintern Pact"
- a small group of countries sought war;
- priority of internal problems over external ones;
- lack of understanding of the integrity and indivisibility of the world;
- US isolationism;
- underestimating the danger of Hitler's Nazi plans.
The policy of appeasement and the policy of collective security
Collective Security Policy
Appeasement policy
Germany
France + USSR
England
1934 - admission of the USSR to the League of Nations 1935 - Soviet-French treaty 1936 - Soviet-Czechoslovak treaty
- 30.09.1938 – Munich agreement
- 13.03.1938 –
- Anschluss of Austria
France
Foreign policy of the USSR in the 30s.
England + France
USSR
Germany
- 03/15/1939 – occupation of the Czech Republic, Moravia;
- 03/21/1939 – capture of Danzig (Poland);
- 03/22/1939 – occupation of Memel (Lithuania)
April 1939 - provision of guarantees of military assistance to states bordering Germany.
08/11/1939 – beginning of Anglo-French-Soviet negotiations
08/21/1939 – Hitler’s telegram to Stalin
08/23/1939 – Non-Aggression Pact
Benefits,
received by Germany
Benefits,
received by the USSR
Benefits received by Germany from concluding a non-aggression pact
- Opportunity to begin capturing the first bastion in the east (Poland)
- Eliminating the threat of war on several fronts -
Benefits received by the USSR from the conclusion of a non-aggression treaty
- Gain time to strengthen the country's defense –
1 year 10 months
- Expansion of Soviet territory – for 460 thousand sq. km
- Shifting the borders of the USSR to the West – for 200-350 km
- Eliminating the threat of war on two fronts –
- Failure of attempts by England and France to drag the USSR into a war with Germany – August-September 1939
- the bloodiest
- the most cruel
- covering 61 countries of the world - 80% of the world's population.
- The death toll was 65-66 million people,
of which 27 million are Soviet people
Could it have been prevented?
- Answer the questions:
- What were the causes of World War II?
- How did the non-aggression pact influence the international situation in the pre-war years?
- Compile a chronology of the events of the first period of the war September 1, 1939 - June 22, 1941
- § 8, 9
1933 - the fascists came to power in Germany; the year - the fascists came to power in Germany. 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. 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 - establishment of diplomatic relations with the USA year - entry of the USSR into the League of Nations year - mutual assistance agreements with France and Czechoslovakia. – USSR condemnation of aggressive actions of Germany and Italy year – establishment of diplomatic relations with the USA year – USSR entry 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 The “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 USSR's foreign policy is a treaty of 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, mutual assistance agreement with France and Czechoslovakia, participation of the USSR in the Spanish Civil War 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
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, followed by Ribbentrop, Stalin on the right Molotov signs the treaty, followed by Ribbentrop, Stalin on the right
Far Eastern policy of the USSR in the 1930s. The second flashpoint of war in the Far East 1931 - Japanese seizure of Manchuria - Japanese seizure of Manchuria - Anti-Comintern Pact between Germany and Japan - Anti-Comintern Pact between Germany and Japan. 1937, summer - Japanese attack on China. 1937, summer - Japanese attack on China. 1938, summer - clash between Japan and the USSR in Manchuria on Lake Khasan. 1938, summer - clash between Japan and the USSR in Manchuria on Lake Khasan. 1939, May - reflection of Japanese aggression by Soviet troops on the Khalkhin Gol River 1939, May - reflection of Japanese aggression by Soviet troops on the Khalkhin Gol River
Policy of “appeasement” 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 Rhineland 1936 - Anti-Comintern Pact of Germany and Japan on the joint fight 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 Rhineland 1936 - Anti-Comintern Pact of Germany and Japan on the joint fight against the communists in Italy = “Axis Berlin-Tokyo-Rome” In September 1940, the Tripartite Pact was concluded: Germany + Japan + Italy
1939 – Dictator of Spain General Franco comes to power 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 tear away the Sudetenland from Czechoslovakia and join Germany 1939, March - occupation of all of Czechoslovakia. The Czech Republic turned into a German protectorate Bohemia 1939, May “Pact of Steel” of Germany and Italy, Japanese aggression directed against Western countries 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 tear away the Sudetenland from Czechoslovakia and join Germany 1939, March - occupation of all of Czechoslovakia. The Czech Republic became a German protectorate. Bohemia 1939, May “Pact of Steel” of Germany and Italy, directed against Western countries
Gg. – annexation 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 annexation to the USSR. June 1940 – separation of Bessarabia and Northern Bukovina from Romania and their annexation to the USSR. Implementation by the USSR of the conditions of the secret protocols of the Ribbentrop-Molotov Pact: Implementation by the USSR of the conditions 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 ) - annexation of the Karelian Isthmus and the northern coast of Lake Ladoga to the USSR by Carl Gustav von Mannerheim Semyon Konstantinovich Timoshenko Losses of Russians Killed and died from wounds during the stages of sanitary evacuation Died in hospitals from wounds and illnesses Missing in action In total, according to these lists, irretrievable losses were military personnel 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 of England Summer April 1941 battles in the North. Africa: Italian + German against the British June 1940 Germans in Paris, June 22 Truce of Compiegne April 1941 Balkans: Greece, Yugoslavia May Miracle of Dunkirk
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