WWII Peace Process

Curriculum Area and Level

• Subject: US History
• Grade Level: 10th Grade
• Standards: This lesson aligns with the Common Core State Standards for History/Social Studies, particularly CCSS.ELA-LITERACY.RH.9-10.9 which emphasizes the comparison of information from different primary and secondary sources.

Lesson Duration

• Total Time: 60 minutes

Learning Objectives

By the end of this lesson, students will:

1. Compare and contrast the peace processes of WWI and WWII, focusing on the role of the Big Three.
2. Understand the implications of the Tehran, Yalta, and Potsdam Conferences on post-war Europe.
3. Analyze the division and occupation of Germany and the creation of the United Nations.
4. Discuss the evolving relationships between the Big Three leaders.

Materials Needed

• Whiteboard and markers
• Projector and speakers
• Video clips on the Tehran, Yalta, and Potsdam Conferences
• Worksheets on conference outcomes
• Exit tickets
• Timer

Lesson Outline

1. Bellringer (5 minutes)

• Activity: As students enter the classroom, have the following question on the board: "How did the outcomes of the peace process after WWI lead to WWII?" Students should spend this time writing a short paragraph response based on prior knowledge.

2. Introduction to Lesson (5 minutes)

• Discussion: Briefly discuss the bellringer responses. Highlight key points about the Treaty of Versailles and its failures.
• Objective Sharing: Clearly outline the objectives for today's lesson, focusing on how WWII's peace efforts aimed to address past mistakes.

3. Video Clips and Discussion (15 minutes)

• Tehran Conference: Show a 3-minute clip providing an overview of the Tehran Conference. Discuss:

  • Who attended?
  • What were the key decisions made?
  • How did this set the stage for later conferences?

• Yalta Conference: Arrange a 5-minute clip on the Yalta Conference, followed by a class discussion. Emphasize:

  • The agreements regarding the restructuring of post-war Europe.
  • Creation and influence of the United Nations.

• Potsdam Conference: Conclude with a 3-minute clip about the Potsdam Conference. Discuss with the class:

  • Changes in leadership dynamics.
  • Final plans for the division and occupation of Germany.

4. Group Activity: Analyzing the Conferences (20 minutes)

• Worksheet Distribution: Hand out a worksheet focusing on the key outcomes of each conference and the changing relations between leaders.
• Peer Collaboration: Divide the class into groups of 4-5. Each group is assigned a conference (Tehran, Yalta, or Potsdam).
  • Groups will analyze their assigned conference, noting key agreements and how these differed from decisions made after WWI.
  • Encourage groups to discuss how the attitude and cooperation among the Big Three shifted over time.

5. Class Share and Discussion (10 minutes)

• Presentation: Each group presents their findings to the class. Highlight differences between conferences and the evolution of the Big Three’s relationship.
• Facilitated Discussion: Encourage students to compare post-WWI and post-WWII approaches to peace, focusing on the occupation of Germany and the establishment of the UN.

6. Exit Ticket (5 minutes)

• Question: "How did the peace strategy post-WWII lay the groundwork for the Cold War?"
• Instructions: Students write a brief response. Collect these as they leave, ensuring understanding and providing insight into any areas needing further review.

Assessment

• Informal Assessments: Teacher observations during discussions, group work, and presentations.
• Exit Ticket: Provides a formal assessment of student understanding of the peace process differences between WWI and WWII.

Extensions

• Home Assignment: Research a specific leader's role in the conferences and prepare a short report on how their perspective influenced the outcomes.
• Follow-Up Lesson: Explore the impact of the United Nations post-WWII and analyze its effectiveness in a separate lesson.