1. society
2. unrest and war

Contents
Introduction
Theme B: Conflicts and Cooperation in the Twentieth-Century World
Major conflicts and the quest for peace
A. The two world wars and the peace settlements 1. The First World War, 1914 - 1918
40
2. The Paris Peace Conference, 1919
51
3. The Second World War, 1939 – 1945
59
4. Post-World War II Settlements and their impact
73
5. Comparison of the impact of the two World Wars
77
6. Comparison of the Treaty of Versailles and the Potsdam Agreement in their treatment of Germany
80
Introduction
This booklet "The two world wars and the peace settlements" is the first of the four booklets
published by Personal, Social and Humanities Education Section. It supports teachers to implement
Theme B of the History Curriculum and Assessment Guide (S 4-6) (2007). The sample tasks
included in this booklet demonstrate different ways of conducting assessment for learning. It will
help students consolidate their historical knowledge and concepts as well as enhance their historical
skills.
The sample tasks in this booklet are designed by a number of veteran teacher members of
the Hong Kong Association of History Educators. We suggest teachers to make adaptation to these
exemplars in their own school contexts to cater for the diverse needs of their students. The content
of this booklet has been uploaded to the following website of the Education Bureau for teachers'
reference and adaptation: http://www.edb.gov.hk/index.aspx?nodeID=7149&langno=1 We are grateful to publishers/organizations for permission to include in the booklet materials
from their publications. Every effort has been made to trace copyright but in the event of any
accidental infringement, copyright owners are invited to contact us so that we can come to a suitable
arrangement.
If you have any comments and suggestions on this booklet, please send to :
Chief Curriculum Development Officer (PSHE)
Curriculum Development Institute
Education Bureau
Room 1319, 13/F, Wu Chung House
213 Queen's Road East
Wanchai, Hong Kong
OR
Fax: 2573 5299 / 2575 4318
E-mail: [email protected]
Major
conflicts
and the quest for
peace
A. The two world wars and
the peace settlements
The two world wars and
the peace settlements
The First World War, 1914 - 1918
Major conflicts and the quest for peace
A. The two world wars and the peace settlements
A1 The First World War, 1914 - 1918
Enquiry question:
How did a local war between Austria-Hungary and Serbia contribute to a Great War in 1914?
No. of periods required:
8 (Each period lasts for 40 minutes)
1. Teaching background
a. There are 40 students in a class and the topic will be taught at S5.
b. Students should have developed some analytical power at lower forms and S4.
c. Academically, students are above average. They are attentive and hardworking.
2. Teaching instructions
a. 2 lessons (40 minutes per lesson) will be spent on a brief introduction of the relationships
among the European powers at the beginning of the 20 th century. (Appendix 1 and
Worksheet 1)
b. Then students should be able to provide some background knowledge about the European
powers, namely Britain, France, Russia, Germany, Austria-Hungary and Italy.
c. 2 lessons will be spent on international conflicts, namely the Moroccan Crises of 1905
and 1911, the Bosnian Crisis of 1908 and the Balkan Wars of 1912-13. The teacher should
also point out the attempts made by the powers to keep peace, for instance, the Algeciras
Conference in 1906 and the Second Hague Conference of 1907, and how the European
powers gave way, though discontented, in the midst of the crises. (Appendix 2)
d. 4 lessons will be spent on how the assassination at Sarajevo turned a local war into a general
war. A video clip will be played to engage students in emphatic understanding of the topic.
(Appendix 3 and Worksheet 2)
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The two world wars and
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The First World War, 1914 - 1918
3. Expected outcomes / difficulties
a. Students can have a vivid picture of the relationship among major European powers.
b. They can grasp the main ideas of what happened on the eve of the First World War. A chain
of friendship among the powers finally triggered off the First World War.
c. A close supervision over students’ written assignment and data-based questions should be
done in order to see whether the students are on task.
d. Students may find it difficult to grasp the underlying causes of the First World War, which
they have learnt at S3.
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The First World War, 1914 - 1918
Appendix 1
Developments in major European countries in the early 20th century
Britain
Britain had long maintained her naval supremacy. She paid much attention to her trade.
Britain adopted an isolation policy since she did not want to bother with what happened in
other countries. Once her interests were infringed, she would give up the policy. She broke her
isolation policy and signed the Anglo-Japanese Alliance in 1902. She also had closer relations with
France when she signed the Entente Cordiale in 1904.
France
France wanted to take revenge on Germany because of her defeat in the Franco-Prussian War
in 1871. She was isolated before the 1880s. However, after the lapse of the Reinsurance Treaty, she
was able to establish friendly relations with Russia by signing the Franco-Russian Alliance in 1894.
She also wanted to establish a large colonial empire in North Africa.
Germany
Germany pursued an aggressive foreign policy under Kaiser William II. (Worksheet 1) She
always wanted to find "a place in the sun". This brought her into conflicts with other European
countries. For instance, her colonial expansion over Morocco and her military build-up created
conflicts with France and Britain respectively.
Germany wanted to unite all the Germans and she adopted Pan-Germanism. This made her
ally with Austria-Hungary, which was of the same race.
Russia
Russia always looked for warm water ports and wanted to extend her influence into the
Balkans. This led her into conflicts with Austria-Hungary. As a protector of the Slav race, Russia
always supported Serbia. She was a supporter of Pan-Slavism.
Austria-Hungary
Because of her defeat in the Austro-Prussian War, Austria-Hungary wanted to extend her
influence into the Balkans so as to regain her lost prestige. This brought her into conflicts with
Russia and Serbia. She also adopted Pan-Germanism and established close link with Germany. She
was also an ally of Germany. She signed the Dual Alliance with Germany in 1879 and the Triple
Alliance with Germany and Italy in 1882.
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The First World War, 1914 - 1918
Italy
Among the six major European powers, Italy was the weakest one. Italy wanted to acquire
more colonies. After her loss of Tunisia to France, she joined the Dual Alliance immediately and
signed the Triple Alliance with Germany and Austria-Hungary in 1882. However, her colonial
conflicts with France were settled in 1902.
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The First World War, 1914 - 1918
Worksheet 1
Study the Source and answer the question.
The following was a French cartoon of Kaiser William II.
Source:http://schools-wikipedia.org/images/423/42365.jpg.htm (accessed on 23/07/2012)
1. What was the view of the cartoonist towards Kaiser William II? Explain your answer with
reference to the Source. (2 marks)
The cartoonist had a negative view towards Kaiser William II. He thought that Kaiser William
II was ambitious as he was eating the whole world.
2. Is it an accurate depiction of Kaiser William II's policies between 1900 and 1914? Explain your
answer with reference to your own historical knowledge. (6 marks)
It is an accurate depiction of Kaiser William II’s policies between 1900 and 1914. According to
my own knowledge, he passed the Naval Laws and began to build dreadnoughts. He still kept
his friendly relations with Austria-Hungary in order not to be isolated. He also had colonial
conflicts with France over Morocco. When Bosnian Crisis and Balkan Wars happened, she also
sided with Austria-Hungary by giving her support to annex Bosnia-Herzegovina in 1908 and
making Albania independent. On the eve of the First World War, he also gave unconditional
support to Austria-Hungary, which turned a local war into a general war.
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The First World War, 1914 - 1918
Appendix 2
International crises on the eve of the First World War
In the early 20th century, rivalries among major European powers led to a series of crises
in Africa and the Balkans. These pre-war crises brought the two rival armed camps to open
confrontation and further speeded up the armament race. A war was generally expected by the
European powers.
1. The First Moroccan Crisis, 1905
Background
Morocco is located in Northwest Africa and was rich in mineral resources and trading
opportunities. She was an independent country ruled by the sultan. Both France and Germany
wanted to get the place because of its economic and strategic values.
The crisis
Kaiser William II was alarmed by the Entente Cordiale in 1904 by which France was given a
free hand in Morocco. To check French ambition, he visited Tangier, a Moroccan chief port, in 1905
in a gunboat and declared his support to the Moroccan independence against French control. This
created international tension.
France wanted to add Morocco into her North African Empire but Germany insisted on the
independence of the state. The Kaiser then proposed an international conference to settle the status
of Morocco. Finally, an international conference of 12 states met at Algeciras in Spain in 1906 to
settle the problem.
After the Conference, it was agreed that Morocco should remain independent, but became a
French sphere of influence. A Franco-Spanish force was to keep order in Morocco. In other words,
France was allowed to keep order in Morocco.
Significance
The Moroccan Crisis proved to be a humiliation to Germany. This was because Britain,
Russia, Spain and Italy supported France whereas only Austria-Hungary supported Germany. It
tightened the relations between France and Germany. Britain's support for France in the crisis
strengthened the Entente Cordiale, which was later changed from a diplomatic agreement into a
military one. The crisis also strengthened the ties between Britain and Russia as they both supported
France against Germany and were threatened by the growing power of Germany. This paved the
way for the formation of Anglo-Russian Entente in 1907 and later the Triple Entente in 1907.
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The First World War, 1914 - 1918
On the other hand, Germany felt humiliated and isolated. She now regarded Austria-Hungary
as her only reliable ally. This in turn bound her to support Austrian expansion in the Balkans.
2. The Second Moroccan Crisis, 1911
Background
In 1911, there was an internal disorder against the sultan in Morocco. The sultan then asked
France for help. Thus, France sent troops to occupy Fez, the Moroccan capital, to restore order.
Germany regarded the French action as a violation of the decisions of the Algeciras
Conference. As a sign of protest against the French action, Germany sent the gunboat "Panther" to
Agadir, a Moroccan port. This led to the Second Moroccan Crisis.
Results
War seemed likely between France and Germany. France sought the support of Britain. The
German show of naval force alarmed Britain because the latter feared that Agadir would become a
German naval base. She supported France by preparing her fleet for action.
As Germany was not prepared to fight, she withdrew and agreed to make compromise. By the
Moroccan Convention, Germany recognized French rights over Morocco, which became a French
protectorate. In return, France ceded a part of the French Congo to Germany.
Significance
The Second Moroccan Crisis further worsened the relations between France and Germany.
Suffering another diplomatic defeat, Germany further expanded her army and navy. On the other
hand, Britain and France were driven closer together since they were alarmed by Germany's
aggressive action. They agreed to a joint naval defence.
In addition to the intensification of relations between France and Germany, the crisis
strengthened the Triple Entente. Moreover, the "gunboat policy" speeded up the armament race in
Europe. This paved the way for further conflicts.
The unstable situation in the Balkans sparked off the First World War. The expansionist
attitude of Austria-Hungary, Germany and Russia in contrast to the nationalist goals of the Balkan
states created chaos in the Balkans in the early 20th century.
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The First World War, 1914 - 1918
3. Bosnian Crisis, 1908
Background
Austria-Hungary was allowed to administer Bosnia-Herzegovina in the Congress of Berlin,
1878. Serbia wanted to annex Bosnia-Herzegovina because she was geographically landlocked
in the Balkans. Also, she wanted to unite all the Slavs. This led to Austro-Serbian rivalries in the
Balkans.
In 1908, a group of patriotic Turkish reformers who were known as Young Turks revolted
against the Turkish Sultan successfully and set up a new government. The revolt made AustriaHungary fear that the Young Turks might regain control over Bosnia and Herzegovina. AustriaHungary thus formally annexed the two provinces in 1908. This led to the Bosnian Crisis in 1908.
Results
However, the annexation of Bosnia-Herzegovina was opposed by Turkey, Russia and Serbia.
Austrian annexation antagonized Serbia because she wanted to bring Bosnia and Herzegovina under
her control and form a large Slav country. Serbia then asked Russia for help.
At the same time, Germany warned Russia if there were an Austro-Serbian war, Germany
would give full support to Austria-Hungary. At this stage, Russia had not fully recovered from her
defeat in the Russo-Japanese War and the 1905 Revolution. Moreover, she was not sure of British
and French support in case of a war. Facing diplomatic isolation, both Serbia and Russia had to
agree to Austrian annexation of Bosnia-Herzegovina.
Significance
The crisis elevated anti-Austrian feeling in Serbia. Thus, Serbia supported anti-Austrian
secret societies against Austria-Hungary, for example, the Black Hand. The relations between
Austria-Hungary and Serbia worsened. The activities of the secret societies finally led to the
Sarajevo Incident in 1914. Besides, the Austro-German diplomatic victory further encouraged their
aggression.
4. The First Balkan War, 1912
Background
Taking advantage of the decline of Turkey, Italy defeated Turkey and got Tripoli in 1912. The
Turkish defeat encouraged the Balkan states to gain Balkan territories and this led to the Balkan
Wars.
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The First World War, 1914 - 1918
The Turkish misrule in Macedonia provided the excuse for the Balkan states to declare war on
Turkey. In 1912, Serbia, Bulgaria, Greece and Montenegro formed the Balkan League and attacked
Turkey. Turkey was defeated.
The powers held the London Conference to decide the distribution of the Turkish lands. By
the Treaty of London of 1913, Turkey lost all her European territory except Constantinople.
Serbia wanted Albania in order to get an access to the Adriatic Sea but it was opposed by
Italy and Austria-Hungary. With the support of Germany, an independent Albania was formed and
Macedonia was divided between Serbia and Greece. Nevertheless, the independence of Albania
upset Serbia since she wanted to acquire Albania.
Friction over the Treaty of London
However, the victors among the Balkan League soon quarreled among themselves over the
division of land. Bulgaria was dissatisfied with the territorial settlement because she could not get
Macedonia.
Serbia was also dissatisfied with the formation of an independent Albania. Austria-Hungary
firmly opposed Serbia’s ambition over Albania since it would greatly increase the latter’s power. She
was firmly determined to prevent Serbia from gaining access to the sea and obtained support from
Germany in making Albania an independent nation. This further increased Austro-Serbian conflict.
5. The Second Balkan War, 1913
The Second Balkan War broke out because of the dissatisfaction generated from the friction
among the victors over the shares of the land. Bulgaria was dissatisfied because she could not get
Macedonia. This made her declare war on her former allies.
In the Second Balkan War, Turkey and Rumania joined the war against Bulgaria in the hope
of gaining territories. Bulgaria was defeated quickly. The Treaty of Bucharest of 1913 ended the
war. By the Treaty, Bulgaria had to cede south Dobruja to Rumania; Macedonia was divided among
Greece, Montenegro and Serbia; Albania became autonomous; and Turkey regained Adrianople.
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The First World War, 1914 - 1918
Appendix 3
How did the assassination at Sarajevo turn a local war into a Great
War?
Teacher can show the video clip: Murder in Sarajevo 1914 to students to facilitate their
understanding of the outbreak of the First World War . This video clip lasts for 4 minutes 10
seconds: http://www.youtube.com/watch?v=cEa7Xseq4rc (accessed on 23/07/2012)
While playing the video clip, teacher can ask questions to ensure students' participation and
empathic understanding of the scenario on the eve of the First World War. This further enhances
their understanding of how a local war turned into a general war.
Students are also encouraged to visit the following websites and further investigate the issue.
http://www.worldwar1.com/biohff2.htm (accessed on 23/07/2012)
http://www.worldwar1.com/biohff.htm (accessed on 23/07/2012)
http://www.worldwar1.com/biosgprn.htm (accessed on 23/07/2012)
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Worksheet 2
Study the Source and explain how a local war turned into a general war in 1914.
Source: The cartoon 'A chain of friendship', published in the Brooklyn Daily Eagle, July 1914.
From the cartoon, Serbia claimed that she would take actions when Austria-Hungary touched her. It
is true that Austria-Hungary declared war on Serbia. However, as a Slav state, Russia also supported
Serbia in this local conflict. On the other hand, Germany, as Austria-Hungary's ally, supported her.
The fifth person stands for France. France, as an ally of Russia, supported her as well. However,
Britain joined the war not because of the alliance, but because of the German violation of Belgian
neutrality. The above shows how a local war turned into a general war.
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The two world wars and
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The Paris Peace Conference, 1919
Major conflicts and the quest for peace
A. The two world wars and the peace settlements
A2 The Paris Peace Conference, 1919
Enquiry question:
In what ways did the Paris Peace Conference lead to the outbreak of the Second World War?
No. of periods required:
10 (Each period lasts for 40 minutes)
Teaching background
a. Students have learnt the outbreak of the First World War and a continuation of cause-and-effect
relationship will be followed. A postwar conference was held after the end of the First World
War.
b. Students are active in nature and take much initiative in their work. A role play, an oral
presentation and a debate are desirable methods to bring a vivid picture to all students.
Teaching instructions
a. 4 lessons will be spent on role play and oral presentation. Students are asked to prepare the play
by themselves and then an oral presentation will be followed.
b. 3 lessons will be spent on debate.
c. 3 lessons will be spent on analyzing the sources and providing feedback to students’ work.
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The Paris Peace Conference, 1919
Activity 1: Role play
Main characters in the Paris Peace Conference
1. Woodrow Wilson (President of the USA)
2. David Lloyd George (Prime Minister of Britain)
3. Georges Clemenceau (Premier of France)
4. Vittorio Emanuele Orlando (Prime Minister of Italy)
5. Some delegates of victorious countries (in the conference room)
6. Some delegates of defeated countries, namely Germany, Austria-Hungary, Turkey and Bulgaria
(outside the conference room)
1. Teaching procedures
a. Students should be asked to surf the websites and do Worksheet 1 as pre-lesson prepartion.
http://en.wikipedia.org/wiki/Woodrow_Wilson (accessed on 23/07/2012)
http://en.wikipedia.org/wiki/David_Lloyd_George (accessed on 23/07/2012)
http://en.wikipedia.org/wiki/Georges_Clemenceau (accessed on 23/07/2012)
http://en.wikipedia.org/wiki/Vittorio_Orlando (accessed on 23/07/2012)
b. Before the lessons are conducted, students (the actors) have been given the above
information to prepare their role play. It is better to ask some students to be volunteers. They
should read the pre-assigned materials before hand and do their role plays during the lessons.
Some background information should be provided. About 10 students are assigned the work.
c. The rest of the students should watch the scenes and write down the common aims of the
representatives and individual aims of the main representatives in the Conference. Students
can work individually at first and then group all their written work together. Then an oral
presentation should be made by the groups. The role play will be conducted for about 20
minutes, and the discussion and oral presentation will be for 30 minutes. A roundup session
by the teacher will be for 20 minutes.
d. A consolidation should be done in order to convey the ideas clearly to the students. This part
should be done by the teacher. One more lesson should be used by the teacher to consolidate
the content and show how the aims of the Big Four were realized in the end. The teacher is
advised to make use of photos and pictures to reinforce the topic to the students. The teacher
may use the above websites to help students visualize the outlook of the "Big Four".
2. Expected outcome / difficulties
a. As students are involved in the activities, they should be able to grasp the general aims and
individual aims of the peacemakers in the Paris Peace Conference. Students, especially
the actors, should be more active in the role play and this enables students to have deeper
understanding of the Paris Peace Conference. It is expected that even low academic level
students are able to point out the feelings of the representatives in different scenario.
b. Teacher may find it difficult whether the students are on task, especially those actors. Thus,
it is advised that teacher may have some sort of rehearsal with those actors before the actual
lessons. This enables the smooth running of the lessons.
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The two world wars and
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The Paris Peace Conference, 1919
Worksheet 1
The Paris Peace Conference
1. Common aims of the peacemakers in the Paris Peace Conference
They wanted to maintain peace.
2. Individual aims of the peacemakers in the Paris Peace Conference
Woodrow Wilson of the USA
Woodrow Wilson wanted to maintain peace by establishing the League of Nations, promoting
national self-determination and encouraging disarmament. He wanted to have a fair treatment
on Germany.
David Lloyd George of Britain
David Lloyd George wanted to weaken Germany, but not permanently, as Britain still needed
Germany as her trading partner. He also wanted Germany to lose her colonies. On the whole, he
wanted to have a moderate punishment on Germany.
Georges Clemenceau of France
Georges Clemenceau wanted to regain Alsace-Lorraine and demand a huge reparation from
Germany. He wanted to take revenge on Germany as France's defeat by Germany in the FrancoPrussian War had been a great humiliation to her.
Vittorio Emanuele Orlando of Italy
Vittorio Emanuele Orlando wanted to get Fiume and Dalmatia as a reward for Italy's
contribution in the First World War.
3. What were the feelings of those representatives who could participate in the Paris Peace
Conference?
The Big Three, namely the USA, Britain and France, were satisfied with the settlement as they
were the ones to dictate the treaty terms. However, other representatives might not be contented
with the results as their interests would not be represented.
4. What were the feelings of those defeated countries who were not allowed to join the Paris Peace
Conference?
Those defeated countries were discontented with the Paris Peace Conference because they
were not allowed to participate in the conference and this means that their views could not be
expressed and the treaties were dictated by the Big Three. Thus, they were forced to accept the
treaty terms.
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5. What were the problems created after the Paris Peace Conference?
As the treaties were dictated by the Big Three, resentments from the defeated countries arose.
For instance, Germany was the one who blamed the war-guilt clause. Though Italy was a
victorious country, she could not get what she wanted. This made her discontented, too.
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The Paris Peace Conference, 1919
Activity 2: Debate
1. Teaching aims
a. To develop students' logical thinking and presentation skills
b. To develop students' collaborative and communication skills
c. To enhance students' abilities in making counter-arguments
2. Teaching procedures
a. After going over the treaties signed between the victorious countries and defeated countries,
students should be able to grasp the ideas over different treatments towards the Central
Powers. Debate will then be held so that students can develop their analytical power and
present their view logically.
b. The debate will be conducted within two lessons.
c. Students are divided into 2 sides. One is "For" while the other is "Against". First, teacher can
give 5 minutes to each student to think about his/her arguments alone. Then students should
form a group of 4 and make their arguments within 10 minutes.
d. One group for each side will be called to present the views of their groups. Each group
will be given 8 minutes to present their ideas. The rest of the groups from each side can
supplement the points within 5 minutes.
e. After the two groups' presentations, they should make counter-arguments for not more than 5
minutes. The rest of the groups can supplement the points after the counter-arguments.
f. The teacher then rounds up the debate and makes feedback to students. Students are also
encouraged to provide some sort of feedback to classmates.
g. It is then followed by a writing task for all students. This consolidates their understanding
of the topic and develops their skills in presenting their points logically. Unlike the previous
task (debate), students are free to express their views in this task. The essay topic is as
follows:
"Do you agree that the Treaty of Versailles was a fair treaty to Germany? Support your view
with evidence."
h. Data-based questions should also be given to students either as classwork or homework
(Worksheets 2 and 3).
3. Expected outcomes / difficulties
a. Students are expected to see the arguments from both sides and make their own judgments
on this controversial issue.
b. Students are expected to respect other people's views on controversial issue.
c. It is difficult to do the debate if students have not been taught about the later development of
Germany.
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"The Treaty of Versailles was a fair treaty imposed on Germany."
FOR
AGAINST
Germany had to bear the responsibilities for
causing the outbreak of the First World War.
Germany should not be the only one to bear
the responsibility because all those who joined
the First World War should also bear the
responsibility.
Germany was the first country to start the
alliance system.
Germany built the dreadnoughts which
heightened the international tension, especially
worsening the relations with Britain.
(Other sensible arguments can be made.)
The alliance started by Germany was only
defensive in nature.
Germany was not allowed to participate in the
Paris Peace Conference and thus she could not
voice her opinions.
(Other sensible arguments can be made.)
Assessment criteria
High:
Students should be able to support their view by providing concrete and convincing
arguments with historical facts. They should also demonstrate their abilities in making
counter-arguments.
Medium: Students should be able to support their view by providing concrete and convincing
arguments with historical facts. However, their counter-arguments may not be clearly
made.
Low:
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Students are not able to support their view with concrete and convincing arguments.
They also fail to provide clear counter-arguments
The two world wars and
the peace settlements
The Paris Peace Conference, 1919
Worksheet 2
Study the Source and answer the following questions.
The following cartoon shows the scene in 1919.
Source:http://memory.loc.gov/ammem/today/jan18.html (accessed on 23/07/2012)
1. Name the country represented by the hypnotist on the left. (1 mark)
The hypnotist represents Germany.
2. What did the hypnotist try to do on the man sitting in the chair? Was the hypnotist successful
in the end? Explain your answer with reference to the Source and using your own historical
knowledge. (5 marks)
The hypnotist tried to hypnotize the man with closed eyes (labeled "Allies") sitting in the chair
and said that "Now can't you see yourself equally guilty?". He wanted to make the man who
was sitting in a chair accept his responsibility for causing the outbreak of the First World War.
However, the man replies, "Nope!", which means that he denied the responsibility for the war.
The defeated nations were not allowed to attend the Pairs Peace Conference. In the Treaty of
Versailles, Germany had to accept the war-guilt clause.
3. Does the cartoon reflect the view of the Allies in the Paris Peace Conference? Explain your
answer with reference to the historical facts. (5 marks)
The cartoon reflects the view of the Allies in the Paris Peace Conference. As shown in the
cartoon, the Allies did not think that they should be held responsible for causing the world war.
The peace treaties were dictated by the Big Three. Even though some representatives thought
that there should be a fair treatment on Germany, they finally gave in because of the pressure of
their own countries. France insisted on the harsh punishment on Germany because she had been
defeated in the Franco-Prussian War and the Paris Peace Conference served as a chance for her
to take revenge on Germany. Finally, Germany was forced to accept a harsh treaty, especially
the war-guilt clause.
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Worksheet 3
Study the Source and answer the following questions.
The following is a cartoon about the formation of the League of Nations.
Source: http://history.sandiego.edu/gen/WW2Pics/81481.GIF
1. Name the person on the left. Cite ONE clue to support your answer. (1+1 marks)
The person on the left was Woodrow Wilson. The man with "WW" on his shirt shows the
initials of Woodrow Wilson.
2. What was the man on the right trying to do? Explain your answer with reference to the Source. (3
marks)
The man on the right representing the Senate was trying to use an axe to chop the tree which
represents the League Covenants.
3. Is it an accurate depiction of the situation when the League of Nations was formed? Explain
your answer with reference to the Source and using your own knowledge. (4 marks)
Yes, it is. Woodrow Wilson proposed the setting up of the League of Nations in his Fourteen
Points and the incorporation of the charter of the proposed League of Nations into the Treaty of
Versailles, but the Senate turned down his proposal. Finally, the US did not join the League of
Nations.
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The two world wars and
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Causes of the Second World War
Major conflicts and the quest for peace
A. The two world wars and the peace settlements
A3 Causes of the Second World War
Enquiry question:
"The Second World War was primarily caused by the resentments towards the peace treaties signed
after the First World War." Do you agree?
No. of periods required:
12 (Each period lasts for 40 minutes)
Teaching Procedures
1. Teacher can teach the causes of the Second World War in relation to the effects brought by the
First World War. Teacher should let students think of the causes of WWII in relation to the First
World War and students can then develop their view on which factor was the most important
one in leading to the outbreak of the Second World War. It is advised to engage students into
activities by using cartoons and sources in order to bring a vivid picture to the cause-and-effect
relationship between the two world wars.
2. 10 lessons will be spent on teaching the causes of the Second World War.
a. Resentment towards the peace treaties signed after the First World War (Worksheet1)
b. Rise of totalitarian states in Europe (Worksheets 2 and 3)
c. Attempts at collective security
d. Great Depression
e. Appeasement policy
f. Violation of the terms (Worksheet 4)
3. 2 lessons will be spent on group discussion. The discussion will last for 20 minutes. Then each
group should give a 5-minute presentation on this. If possible, it can then be followed by a
writing task assigned to all students. The question is: "The Second World War was primarily
caused by the resentments towards the peace treaties signed after the First World War." Do you
agree?
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Causes of the Second World War
1.Resentment towards the peace treaties after the First World War
Worksheet 1
The following is a poster about the German feelings towards the punishment of Germany after the
First World War.
Source: http://www.fotolibra.com/gallery/490168/clemenceau-vampire-cartoon/
1. As a defeated country, what were the German resentments towards the Paris Peace Conference?
Answer the question using the source and your own historical knowledge.
Clemenceau was depicted as a vampire sucking the blood of the German lady who was on the
bed. Germany resented the war-guilt clause and a huge reparation imposed on her. She was not
allowed to participate in the Paris Peace Conference and thus she was forced to sign the treaty.
The territorial losses made her lose her own population. The loss of colonies and the huge
reparation made it hard for Germany to recover after the war.
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The two world wars and
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Causes of the Second World War
2. With reference to question 1, do you think only the defeated countries were resentful at the
decision made by the Pairs Peace Conference? Explain your answer with example.
Italy, one of the victorious countries, also had resentment at the decisions made by the Pairs
Peace Conference. Italy was dissatisfied because she could not get Fiume and Dalmatia. What
she got could not compensate what she had lost. Even though she was one of the Big Four, she
had little influence in the Paris Peace Conference. The economic damage to Italy was great and
this made her government unpopular in the minds of the Italians.
2. Rise of totalitarian states in Europe
Features of a totalitarian state
• One-man rule
• One-party dictatorship
• Use of terror
• Planned economy
• Control over education
• Control over mass media
• Control over religion
• Expansionist foreign policies
Can we regard Fascist Italy and Nazi Germany as totalitarian states?
(Please refer to Worksheets 2 and 3)
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Causes of the Second World War
Worksheet 2
Can we regard Fascist Italy as a totalitarian state? Justify your answer.
Features of a
totalitarian state
If yes, put a “”.
If no, put an “X”
Evidence
(1) One-man rule

Mussolini was the Il Duce of the country.
(2) One-party
dictatorship

Only Fascist party was allowed. Other
parties were outlawed.
(3) Use of terror

Secret police was used to search for signs
of opposition.
(4) Planned economy

Mussolini set up 22 corporations and Italy
was a corporate state.
(5) Control over
education

Schools were used to indoctrinate Fascist
ideas.
(6) Control over mass
media

Mass media was used to glorify the leader
and the Fascist Party.
(7) Control over
religion
X
There was no control over religion. Rather
there was a compromise with the Catholic
Church. Mussolini signed Lateran Treaty
with the Pope in 1929.
(8) Expansionist
foreign policies

In 1923, Italy occupied Corfu.
In 1924, Italy got Fiume.
In 1935-36, Italy invaded Abyssinia.
In 1936, Italy, together with Germany,
intervened in the Spanish Civil War.
In 1936, Italy and Germany formed the
Berlin-Rome Axis.
In 1939, Italy annexed Albania.
In 1939, she signed the Pact of Steel.
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Causes of the Second World War
Worksheet 3
Can we regard Nazi Germany as a totalitarian state? Justify your answer.
Features of a
totalitarian state
If yes, put a “”.
If no, put an “X”
Evidence
(1) One-man rule

The passing of the Enabling Act in 1933 was to
ensure the power in the hands of Hitler. Hitler
was Fuhrer of Germany.
(2) One-party
dictatorship

Only Nazi Party was allowed in Germany and
other parties were illegal.
(3) Use of terror

The Fire on the Reichstag building was used to
get rid of the Communists. Gestapo was used to
search for signs of opposition.
(4) Planned economy

Germany adopted two Four-Year Plans.
(5) Control over
education

Schools were used to indoctrinate Nazi ideas.
(6) Control over mass
media

Mass media was used to glorify the leader and
the Nazi Party.
(7) Control over
religion

Religion was put under strict control. Priests
were persecuted.
(8) Expansionist
foreign policies

In 1933, Germany withdrew from the League of
Nations.
In 1935, Germany introduced conscription, and
built up army and navy.
In 1936, Germany and Italy intervened in the
Spanish Civil War.
In 1936, German troops remilitarized the
Rhineland.
In 1936, Germany signed Anti-Comintern Pact
with Japan.
In 1937, Berlin-Rome-Tokyo Axis was formed.
In 1938, Germany annexed Austria.
In 1938, Germany got the Sudetenland.
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The two world wars and
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Features of a
totalitarian state
Causes of the Second World War
If yes, put a “”.
If no, put an “X”
Evidence
In 1939, Germany annexed the rest of
Czechoslovakia.
In 1939, Germany signed Nazi-Soviet NonAggression Pact with the Soviet Union.
In 1939, Germany invaded Poland, and the
Second World War broke out.
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The two world wars and
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Causes of the Second World War
3.Attempts at collective security
a. League of Nations
Structure
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The two world wars and
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Causes of the Second World War
The weaknesses of the League of Nations
Source:http://s3.amazonaws.com/hypertextopia/public/uploads/4254/league_of_nations.jpg
(accessed on 23/07/2012)
Woodrow Wilson suggested the formation of the League of Nations to keep world peace in
his "Fourteen Points". The League was formed finally but the United States failed to ratify. Thus the
United States, who had produced the idea for the League, was not a member.
Membership was not universal, meaning that certain countries could be kept out. For instance,
Germany, as a defeated country, could not join the League of Nations. Russia, as a communist
country, could not join either. Authority, however, was expected to be mandatory. This meant that a
country could be issued orders or requests despite not being a member of the League.
Another problem of the League was the need for consensus. Nothing was accomplished unless
the members unanimously agreed. Therefore, not much actually got done.
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The two world wars and
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Causes of the Second World War
b. Signing of international agreements
The Dawes Plan (1924)
Locarno Treaties (1925)
France
Belgium
Non-Aggression
Pact
Germany
Kellogg-Briand Pact (1928)
c. The calling of disarmament Conferences
Washington Conference, 1921-22
London Naval Conference, 1930
Geneva Conference, 1932-34
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4.The Great Depression
Source:http://images.businessweek.com/ss/07/04/0426_dow/image/2_great_depression.jpg
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Causes of the Second World War
5. Appeasement policy
Source: a British cartoon by David Low in February 1938
The above is a British cartoon of 1938 which shows Germany crushing Austria. Next in line
is Czechoslovakia. At the back, Britain says to France, who is next-to-last: "Why should we take a
stand about someone pushing someone else when it’s all so far away?" This shows the appeasement
policy adopted by both Britain and France.
6.Violation of treaty terms
Aggressive actions of Hitler in the 1930s (Worksheet 4)
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The two world wars and
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Causes of the Second World War
Worksheet 4
Please complete the following table.
Foreign policies of Germany in the 1930s
Please put a "" if the action violated
the Treaty of Versailles.
(1) In 1933 Germany withdrew from the League
of Nations.
(2) In 1935, Hitler introduced conscription and
built up the air-force and navy.

(3) In 1936, the German troops moved into
Rhineland.

(4) In 1936, Germany signed the Anti-Comintern
Pact with Japan.
(5) In 1937, Berlin-Rome-Tokyo Axis was
signed among Germany, Italy and Japan.
(6) In 1938, Germany annexed Austria and
the latter became an eastern province of
Germany. Hitler then declared Anschluss.

(7) In 1938, Germany was given the
Sudetenland.

(8) In 1939, Germany annexed the rest of
Czechoslovakia.

(9) In 1939, Germany signed the Nazi-Soviet
Non-Aggression Pact with the Soviet Union.
(10) In 1939, Germany invaded Poland. The
Second World War broke out.
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The two world wars and
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Causes of the Second World War
Class activity: Discussion
"The Second World War was primarily caused by the resentments towards the peace treaties signed
after the First World War." Do you agree with the above statement? Justify your answer. (15 marks)
Criteria
Grade
Marks
- Coherent presentation with reasonable analysis of the importance of the
resentments towards the peace treaties signed after the First World War
relative to other factors in causing the Second World War, supported by
solid examples.
A
14-15
- Shows good understanding of the question's theme, clearly examine the
importance of the resentments towards the peace treaties signed after the
First World War relative to other factors in causing the Second World
War. Examples cover a considerable part of the inter-war period.
B
12-13
- Shows good understanding of the theme of the question, and make
concrete attempts to examine the importance of the resentments towards
the peace treaties signed after the First World War relative to other
factors in causing the Second World War, but the discussion is obviously
lopsided to the resentments towards the peace treaties signed after the
First World War. Examples cover a considerable part of the inter-war
period.
C
10-11
- Shows general understanding of the question, and the discussion
attempts to deal with both the resentments towards the peace treaties
signed after the First World War and other factors, but marred by rough
arguments and/or vagueness in discussing the relative importance.
D
8-9
- Shows awareness of the question, narrates on the resentments towards
the peace treaties signed after the First World War and other factors and
attempts to reach a conclusion about 'extent', though marred by rough
arguments and overgeneralization.
- Contains obvious factual errors.
E
6-7
- A narration of the resentments towards the peace treaties signed after the
First World War in causing the Second World War, without mentioning
any other factors; or
- Attempts to discuss 'extent', though primarily on 'other factors' and
largely ignores the discontent towards the peace treaties signed after the
First World War.
E/F
5
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The two world wars and
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Causes of the Second World War
Criteria
- A narration of factors other than the resentments towards the peace
treaties signed after the First World War in causing the Second World
War; or
- A narration of the developments of the Second World War, without
discussing the factors causing the war.
Grade
F
Marks
3-4
Adapted from "Sample Paper and marking scheme reference for HKDSE History 2009" with
permission of the Hong Kong Examinations and Assessment Authority.
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The two world wars and
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Post-World War II Settlements and
their impact
Major conflicts and the quest for peace
A. The two world wars and the peace settlements
A4 Post-World War II Settlements and their impact
Enquiry question:
How did the wartime conferences contribute to the postwar international order?
No. of periods required:
2 (Each period lasts for 40 minutes)
1. Teaching background
a. Students have learnt the causes of the Second World War.
b. The wartime conferences were mainly dominated by the USA and the USSR. They worked
very closely during the Second World War as they had a common enemy. However, this
cooperative attitude no longer existed after the war as they still had strong ideological
differences. The Cold War could be introduced in this way.
2. Teaching procedures
a. Before the start of the lessons (the pre-assigned work should be given in the previous lesson),
students are encouraged to surf the websites and do the preparation work.
b. They are required to write down the dates, participating countries and decisions made in the
conferences, namely Moscow Conference, Cairo Conference, Teheran Conference, Yalta
Conference and Potsdam Conference (Worksheet).
Moscow Conference
http://www.teslasociety.com/pictures/harrimon3.jpg (accessed on 23/07/2012)
Cairo Conference
http://quotationsbook.com/assets/shared/img/1520/Cairo_conference.jpg (accessed on
23/07/2012)
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Post-World War II Settlements and
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Teheran Conference
http://cache.eb.com/eb/image?id=48167&rendTypeId=4 (accessed on 23/07/2012)
Yalta Conference
http://cidoc.ics.forth.gr/crm_core/images/yalta.jpg (accessed on 23/07/2012)
Potsdam Conference
http://media-2.web.britannica.com/eb-media/53/78753-004-905E0AF3.jpg (accessed on
23/07/2012)
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The two world wars and
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Post-World War II Settlements and
their impact
Worksheet
Wartime
Conference
Date
Participating
countries
Decisions made
in the Conference
Moscow
Conference
August, 1942
(1) The USA
(2) The USSR
(3) Britain
(4) China (later)
(1) A peacekeeping organization
should be set up.
(2) Austria should be treated
as a defeated country and
her independence should be
restored.
Cairo
Conference
22-26 November,
1943
(1) The USA
(2) Britain
(3) China
(1) Japan was required to give up
the land she had acquired after
1914.
(2) Japan should return the
territories she had acquired from
China after 1894.
(3) Korea should be independent.
Teheran
Conference
28 November, 1943 (1) The USA
—1 December, 1943
(2) The USSR
(3) Britain
(1) A peacekeeping organization
should be set up.
(2) The eastern part of Poland
should be given to the USSR.
Yalta
Conference
4-11 February, 1945
(1) The USA
(2) The USSR
(3) Britain
(1) The settlement on Germany was
mentioned.
(2) The settlement on Poland was
mentioned.
(3) The settlement on Japan was
mentioned.
Potsdam
Conference
16 July — 2 August, (1) The USA
1945
(2) The USSR
(3) Britain
(1) A Council of Foreign Ministers
should be set up to deal with
postwar settlements.
(2) The settlement on Germany was
mentioned.
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The two world wars and
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Post-World War II Settlements and
their impact
1. Which country(ies) participated most in the wartime conferences?
The USA and Britain. The USSR also participated four times.
2. A new Big Three was formed during the Second World War. Who were they?
The USA, the USSR and Britain.
3. What were the major decisions made in the wartime conferences?
A peacekeeping organization should be set up after the war. The settlements on Germany, Japan
and Poland were discussed.
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The two world wars and
the peace settlements
Comparison of the impact of
the two World Wars
Major conflicts and the quest for peace
A. The two world wars and the peace settlements
A5 Comparison of the impact of the two World Wars
Enquiry question:
Which war, the First World War or the Second World War, was more destructive?
No. of periods required:
6 (Each period lasts for 40 minutes)
1. Teaching background
a. Students have acquired the knowledge on the Second World War. Both the course and the
end of the war can be taught by using video clips.
b. It is better to use video clips to bring a vivid picture on how destructive the world war was in
order to enhance students' empathetic understanding of the victims in the war.
c. Students can then make a comparison of the impacts of the two World Wars as they have
already studied these two.
2. Teaching procedures
a. Two lessons will be spent on the course and end of the war. Video clips will be shown one by
one. Students will be given a worksheet to jot down the important points.
b. After finishing all the tasks, they will be given the chance to share with their neighbours.
Some students will be chosen to present their ideas and the rest will add some points.
c. Four lessons will be spent on the short-term and long-term consequences of the Second
World War. Students are expected to compare and see which war was the more disastrous.
3. Expected outcomes
a. Students will easily grasp the effects of the two world wars. They are likely to say that the
Second World War brought more disastrous effects to the world.
b. Students may just point out the effects of the Second World War without comparing them
with those of the First World War.
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The two world wars and
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Comparison of the impact of
the two World Wars
Worksheet
World War 2 (Duration: 4 minutes and 15 seconds)
http://www.youtube.com/watch?v=CkJVqJDQ7FQ&feature=related (accessed on 23/07/2012)
1. What sorts of battles were fought in the Second World War?
Land, sea and air battles
2. How will you depict the scenes of the Second World War?
The war destroyed a lot of houses, killed many people and brought misery to the world.
VE Day (Duration: 1 minute and 24 seconds)
http://hk.youtube.com/watch?v=feNlGpOWCRA (accessed on 23/07/2012)
1. Which country presented this video clip?
Russia
2. What did the producer want to show in this video?
Everyone fought to death in the name of life
VJ Day (Duration: 3 minutes and 10 seconds)
http://www.youtube.com/watch?v=zR3b6x9iqDc (accessed on 23/07/2012)
1. What did the man announce?
The unconditional surrender of Japan
2. What were the feelings of the crowd when they knew the surrender of Japan?
They were happy and excited.
The End of World War Two (Duration: 1 minute and 33 seconds)
http://hk.youtube.com/watch?v=w8qoIkZDE5I&feature=related (accessed on 23/07/2012)
How will you describe the scene after the end of the World War Two?
People were excited and happy to see that the war was over.
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The two world wars and
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Comparison of the impact of
the two World Wars
Short-term and long-term consequences of two world wars
By watching the following video clips, how do you feel about the effects of the two world wars?
Which war brought more destructions to the world?
1. Only Victims: The Tragedy of World War I
http://hk.youtube.com/watch?v=w2bUjxwWeks (accessed on 23/07/2012)
2. World War II: Cause and Effect
http://hk.youtube.com/watch?v=lscXStbhc-A (accessed on 23/07/2012)
Any sensible answer with supporting evidence can be accepted. It is likely that students will say that
the Second World War brought more destruction to the world. More deaths and wounds resulted.
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The two world wars and
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Comparison of the Treaty of Versailles and the
Potsdam Agreement in their treatment of Germany
Major conflicts and the quest for peace
A. The two world wars and the peace settlements
A6 Comparison of the Treaty of Versailles and the Potsdam
Agreement in their treatment of Germany.
Enquiry question:
Which treaty, the Treaty of Versailles or the Potsdam Agreement, was harsher to Germany? Why?
No. of periods required:
2 (Each period lasts for 40 minutes)
1. Teaching background
Students have learnt the First and Second World Wars. A comparison of the treatment of
Germany received after the First and Second World Wars as a defeated country, is desirable to
see how this related to the future international order.
2. Teaching procedures
2 lessons will be spent on this. The terms of both treaties can be given to students for
comparison. The following websites can be used as reference.
http://en.wikipedia.org/wiki/Treaty_of_Versailles (accessed on 23/07/2012)
http://en.wikipedia.org/wiki/Potsdam_Conference#Potsdam_Agreement (accessed on
23/07/2012)
The following three questions can be used in class discussion in order to enhance more capable
students’ abilities to think further of the treatment of Germany after the two world wars and examine
how wise the peacemakers were in handling the postwar problems. Students are encouraged to surf
the websites and use reference books to support their view.
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The two world wars and
the peace settlements
Comparison of the Treaty of Versailles and the
Potsdam Agreement in their treatment of Germany
Discussion topics
a. Compare and contrast the treatment on Germany after the First and Second World Wars.
b. Do you agree that the Treaty of Versailles was harsher than the Potsdam Agreement? Explain
your answer with reference to the treaty terms imposed on Germany.
c. Which one, the Treaty of Versailles or the Potsdam Agreement, was more effective in preventing
Germany from starting a war again and keeping world peace?
3. Expected outcomes / difficulties
a. Students are expected to be involved in the activities by using more visual aids such as
cartoons.
b. Students are expected to work together and communicate with each other to share their
views. Analytical, organizational and communicative skills can be enhanced.
c. The second discussion question requires students to have some understanding of the
development of Germany in the post-WWII period. This can be done later
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The two world wars and
the peace settlements
Comparison of the Treaty of Versailles and the
Potsdam Agreement in their treatment of Germany
Suggested answer for discussion topics:
a. Compare and contrast the treatment on Germany after the First and Second World Wars.
Similarities
Differences
• Paying indemnity
• Cession of land
• Reduction of armaments
• The Treaty of Versailles required Germany to accept the
war-guilt clause, but the Potsdam Agreement did not.
• The Treaty of Versailles required Germany to pay
indemnity in form of cash, but Germany had to pay
indemnity in form of industrial facilities in the Potsdam
Agreement.
• The Potsdam Agreement required Germany to be divided
into four occupied zones.
(Any other sensible answers can be accepted.)
b. Do you agree that the Treaty of Versailles was harsher than the Potsdam Agreement? Explain
your answer with reference to the treaty terms imposed on Germany.
Students can answer either the Treaty of Versailles or The Potsdam Agreement.
Reasons why the Treaty of Versailles was harsher
Germany was the only defeated country to accept the war-guilt clause, but she was not required
to accept it in the Potsdam Agreement. The war-guilt clause was unfair to Germany and this
made the Germans feel humiliated. This paved the way for the outbreak of the Second World
War.
Reasons why the Potsdam Agreement was harsher
Germany was divided into four zones and they were occupied by the USA, the USSR, Britain
and France. However, this did not happen after Germany's defeat in the First World War. Her
sovereignty was infringed after the Second World War and her administration was closely
supervised by the powers.
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The two world wars and
the peace settlements
Comparison of the Treaty of Versailles and the
Potsdam Agreement in their treatment of Germany
c. Which one, the Treaty of Versailles or the Potsdam Agreement, was more effective in preventing
Germany from starting a war again and keeping world peace?
The Potsdam Agreement was more effective in preventing Germany from starting a war again
and keeping world peace because Germany was not required to accept the war-guilt clause as
required by the Treaty of Versailles. Germany felt it was fairer. Germany felt she was treated
unfairly in the Treaty of Versailles as she was the only defeated country to accept the war-guilt
clause. She resented the term so much. This paved the way for the rise of Hitler, who promised
to revive the greatness of Germany. Thus, this brought about the Second World War.
In addition, Germany was divided into four zones in the Potsdam Agreement and they were
occupied by the USA, the USSR, Britain and France. Germany's affairs were under close
supervision of these powers and she was never given any chance to rise. However, Germany was
not required to be divided in the Treaty of Versailles. She could still exercise her power in the
country.
Thus, the Potsdam Agreement was more effective than the Treaty of Versailles in preventing
Germany from starting a war again and keeping peace.
Page83