Conflict and Challenge: The World of 1919
B1 explain the significance of nationalism and imperialism in the world of 1919 with reference to
– the changed map of Europe and the Middle East
* the changes to the map of Europe as a result of World War I.
* identify new nations on a map of Europe
* relate nationalism to
– the establishment of successor states
– reallocation of territories (e.g., Polish Corridor, Alsace Lorraine, Germany’s loss of territory)
The World of 1919: The Paris Peace Conference
Map Questions
1. Look at the provinces of Alsace and Lorraine; they belonged to France before the war of 1870–71 when Germany took them as part of her “spoils of war.” Should they remain German or be turned over to France? Should the people of this region vote on this (hold a plebiscite)?
2. A new nation has been created to the east of Germany: Poland. However, Poland needs access to the sea. There is an area called the Polish Corridor. Should this area be turned over to Poland? After all, most of the people who live there are German. But without it, the new nation of Poland cannot hope
to thrive.
3. Should East Prussia remain a part of Germany or should it become independent? If the Polish Corridor is handed over to Poland, what assurances are there that the German people in East Prussia can travel freely to and from Germany?
4. The Rhineland lies within Germany’s borders. France would like to see this area turned over to her as compensation for the war damages inflicted by Germany. This would probably spark another war.
What solutions can you come up with to keep Germany from launching an army or a series of air strikes against France?
5. Most of the fighting during the war took place in northern France. As a result, France’s industries based in that region were destroyed. As well, the main fuel of the time was coal, and French coal fields were also destroyed. Germany has a coal producing region in the Saar. Should Germany turn the Saar over to France? Why or why not?
...........................................................................................................
The Road to War
Briefly discuss with students the significance of December 17, 1941 in American history (Japanese attack on Pearl Harbor).
* Have available maps of the far East and other information resources to prompt students’ thinking.
.......................................................................................................
The Seeds of a New World Order
Provide each student with a base map of the
world showing present-day boundaries and a
list of dates of independence for a variety of
places in Africa, Asia, and elsewhere that would
have been colonies in 1939. Students are to
develop a legend and colour their maps to show
the progress of decolonization around the
world after 1945, using a different colour for
each decade
Transformation and Tension: 1945–1963
E1
* identify on a map of Europe countries on either side of the Iron
Curtain
.......................................................................................................
Give students an unlabelled map of Europe
1949 and ask them to label the communist
countries east and democratic countries west
of the Iron Curtain using a legend/key to
distinguish the two sides.
*Include:
Italy, France, Britain,
West Germany, East Germany, Poland,
Czechoslovakia, Hungary, Yugoslavia,
Romania, Bulgaria, USSR
− the location of Berlin
− the location of the “Iron Curtain”
− a coherent legend to distinguish East Block
and West Block, with recognition
of Yugoslavia’s special status
........................................................................................................
The End of the Cold War
Using a map of Eastern Europe, have students
list the satellite states, CIS states, their capital
cities, and (on a subsequent page) their date of
independence from the Soviet Union
..........................................................................................................
Tension and Conflict in the Middle East: 1945–1991
Provide students with labelled maps of the
Middle East for the years 1919 (Mandate system),
1948 (following initial establishment of Israel),
and 1949 (following the first Arab-Israeli war).
Have them compare the territorial changes during
this time period. Lead a discussion in which
students suggest what might have led to the
changes and what their significance might be.
Provide students with two maps, one
focussing on Israel and the regions immediately
surrounding it, another on the Middle East
region as a whole.
− On the Israel map include: West Bank,
Jerusalem, Sinai, Gaza Strip, Jordan, Syria,
Lebanon, Egypt, Mediterranean Sea, Israel,
Beirut
− On the map of the Middle East include:
Egypt, Saudi Arabia, Kuwait, Israel,
Mediterranean Sea, Libya, Yemen, Iraq,
Lebanon, Sudan, Oman, Iran, Turkey,
U.A.E., Jordan, Persian Gulf, Arabian Sea,
Indian Ocean, Ethiopia, Qatar, Syria,
Red Sea.
