Discovering History
20th Century Biographies: World Statesmen
Teacher’s Guide
Grade Level: 5–8
Curriculum Focus: Social Studies
Lesson Duration: 5 class periods
Program Description
David Lloyd George (6 min.)—Discusses this British prime minister’s role in World War I as well as his
social and political reforms. Neville Chamberlain (6 min.)—Analyzes British Prime Minister
Chamberlain’s attempt to avoid war. Winston Churchill (6 min.)—Explores this British prime
minister’s leadership throughout World War II. Mohandas Gandhi (6 min.)—Portrays the leader whose
strategy of passive resistance ended British rule of India. Ralph Bunche (3 min.)—Introduces this
scholar, statesman, and undersecretary general of the United Nations.
Discussion Questions
•
During which war did David Lloyd George serve as prime minister of Great Britain? What
event had a negative impact on Lloyd George’s political authority? What happened as a result?
•
How did Prime Minister Neville Chamberlain attempt to appease German Chancellor Adolf
Hitler? What was the outcome of the Munich Pact?
•
How did Winston Churchill first come to public attention? Who did Churchill replace as prime
minister during World War II? Why?
•
What was the main objective of Mohandas Gandhi’s nonviolent civil disobedience? When was
that objective achieved? Why was the nation of Pakistan created?
•
Why was Ralph Bunche appointed to the position of United Nations mediator during the Arab–
Israeli conflict? What other crises did he help resolve? What was his involvement in the
American civil rights movement?
Lesson Plan
Student Objectives
•
Analyze and discuss contributions of world statesmen David Lloyd George, Neville
Chamberlain, Winston Churchill, Mohandas Gandhi, and Ralph Bunche.
•
Explore the social, political, and historical context of their leadership.
20th Century Biographies: World Statesmen
Teacher’s Guide
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Examine the role of each in national and international affairs.
•
Analyze the impact of their leadership on national affairs and international relationships.
•
Use maps to gain a clearer understanding of the location of places and events.
•
Research and discuss the Munich Pact.
•
Examine each statesman’s approach to achieving or maintaining peace.
•
Analyze and discuss the traits and characteristics common to effective leadership.
•
Explore the philosophy of civil disobedience and passive resistance.
•
Research and discuss the history of the Nobel Prize.
•
Research and write a report on the life and legacy of one of the five statesmen.
2
Materials
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20th Century Biographies: World Statesmen video
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Computer with Internet access
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Large world map
•
Print resources about David Lloyd George, Neville Chamberlain, Winston Churchill, Mohandas
Gandhi, and Ralph Bunche
Procedures
1. Prior to viewing the program, ask students to define the word “statesman.” Discuss the
leadership qualities a person might need to be an effective statesman. On the board print the
names of the statesmen presented in this program: David Lloyd George, Neville Chamberlain,
Winston Churchill, Mohandas Gandhi, and Ralph Bunche. Explain to students that they will be
viewing a program about these leaders. Ask students to share what they know about these
statesmen. Encourage them to keep the following questions in mind as they watch the program:
What were the significant contributions of each statesman? What specific traits or characteristics
did each demonstrate that helped make him an effective leader? (Teachers may also wish to
refer to the vocabulary section of this guide and discuss any terms that are unfamiliar to
students.)
2. After viewing the program, review the information presented: Who were the statesmen
presented in the program? What leadership position did each hold? When did each serve? What
did each accomplish? How did each individual’s country benefit from his statesmanship? What
impact did each individual’s leadership have on other nations? As leaders, how were these men
similar? How were they different?
3. Discussion: There are numerous—sometimes contradictory—views concerning the traits and
characteristics leaders should have. Compare, for example, the traits and characteristics of
Mohandas Gandhi with those of Winston Churchill. Discuss the following with students: How
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20th Century Biographies: World Statesmen
Teacher’s Guide
3
does a leader become a leader? What qualifies a person to be a leader? Why do people elect
specific individuals as leaders?
4. Map work: Have students locate the following places on a large map of the world: England,
London, Wales, Ireland, Germany, Munich, Czechoslovakia, Poland, Casablanca (Morocco),
Yalta (Ukraine), India, South Africa, Pakistan, Israel, Jerusalem, and the Suez Canal. Discuss
with them the significance of each location in relation to people and events presented in the
program.
5. Munich Pact: World War II began approximately one year after the signing of this infamous
pact. Have students use print and Web resources to research the topic in preparation for a
general discussion: What was the Munich Pact? Who signed it? When? Why did Adolf Hitler
feel Germany had a right to the Sudetenland? Why has the agreement become synonymous
with treachery? Why did Prime Minister Chamberlain agree to it? Do the students think Hitler
had any intention of honoring the pact? If not, why did Hitler sign the agreement? In their
opinion, what could Chamberlain have done differently to keep the peace? The Web sites below
are sources of relevant information:
•
Munich Pact
http://encarta.msn.com/encyclopedia_761562425/Munich_Pact.html
•
The Munich Pact
www.britannia.com/history/docs/munichpact.html
6. Winston Churchill was a leader whose words inspired a nation. He not only spoke of courage
but was himself an individual of exceptional personal and political daring, a leader who
welcomed and won two votes of confidence when World War II was at its worst. Enduring the
fall of France, the evacuation of Dunkirk, an ill-equipped army, and an air force dramatically
outnumbered by the Luftwaffe, he stood firm and challenged the British people, “Let us
therefore brace ourselves to our duties and so bear ourselves that, if the British Empire and
Commonwealth last for a thousand years, men will still say, ‘This was their finest hour.’” Have
students explore the “Speeches and Quotes” pages of The Churchill Center Web site (see below)
with the following questions in mind: Do the life, words, philosophy, or accomplishments of
Winston Churchill have relevance today? What can we learn from his words and his
leadership? Ask students to select a statement that they particularly like or admire to share with
the rest of the class.
•
Winston Churchill: Speeches and Quotes
www.winstonchurchill.org/i4a/pages/index.cfm?pageid=387
7. Gandhi: The quotes below provide some insight into Mohandas Gandhi’s philosophy. Select
one or more to use as the basis of a general class discussion: What does the statement mean?
How might the statement apply to everyday living or to contemporary social and political
conditions? Do you agree or disagree with the statement? Explain your position.
•
“We must be the change we wish to see.”
• “Nonviolence is the greatest force at the disposal of mankind. It is mightier than the
mightiest weapon of destruction devised by the ingenuity of man.”
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20th Century Biographies: World Statesmen
Teacher’s Guide
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“The weak can never forgive. Forgiveness is the attribute of the strong.”
•
“They cannot take away our self-respect if we do not give it to them.”
4
• “It may be long before the law of love will be recognized in international affairs. The
machineries of government stand between and hide the hearts of one people from those of
another.”
8. Nobel Prize: Alfred Nobel was a famous inventor and endowed the prizes that bear his name.
Each year on December 10—the anniversary of Nobel’s death—an award ceremony is held in
Oslo, Norway, and a new selection of Nobel laureates receives a medal, a diploma, and a
monetary prize. Have students use print and Web resources to learn more about the man
behind this highly regarded award: Who was Alfred Nobel? Where was he born? Why did he
grow up in Russia? While studying in Paris, what substance did Alfred Nobel become
interested in? How did he think it could be used? How did he formulate dynamite? Why was
Nobel once described as “Europe’s richest vagabond”? What do the Nobel Prizes reward?
When was the first prize awarded? There are six Nobel Prize categories. What are they? Why is
a peace prize included as one of the categories? How do awards like the Nobel Prize encourage
excellence? In the students’ opinion, are awards such as the Nobel Prize important? Which of
the statesmen portrayed in the video received the Nobel Peace Prize? For what achievement?
The following Web sites provide useful information:
•
Alfred Nobel’s Life and Work
http://nobelprize.org/nobel/alfred-nobel/biographical/life-work/gradeschool.html
•
Nobel Prize History
www.infoplease.com/spot/99nobel1.html
9. Written report: Ask students to select one of the five statesmen presented in the program for
further research. Assign them to write a report summarizing their findings. The report should
include a paragraph concerning the statesman’s accomplishments and legacy as well as a final
opinion paragraph discussing the overall success or failure of his leadership. The required
length of reports should be tailored to the students’ age and grade level.
Assessment
Use the following three-point rubric to evaluate students’ work during this lesson.
•
3 points: Students effectively analyzed and discussed the Munich Pact, the Nobel Prize,
traits of leadership, and each of the statesmen in all contexts requested, conducting all
required research in preparation; demonstrated a clear grasp of places and events through
the use of maps; produced a complete report about a statesman, including all of the
requested information.
•
2 points: Students analyzed and discussed the Munich Pact, the Nobel Prize, traits of
leadership, and each of the statesmen in most contexts requested, conducting most required
research in preparation; demonstrated an adequate grasp of places and events through the
use of maps; produced a satisfactory report about a statesman, including a major portion of
the requested information.
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20th Century Biographies: World Statesmen
Teacher’s Guide
•
5
1 point: Students did not satisfactorily analyze or discuss the Munich Pact, the Nobel Prize,
traits of leadership, or any of the statesmen in the contexts requested, conducting little of the
required research in preparation; demonstrated a minimal grasp of places and events
through the use of maps; produced an unacceptable report about a statesman, including a
minimal amount of the requested information.
Vocabulary
appeasement
Definition: The policy of granting concessions to potential enemies to maintain peace
Context: Prime Minister Chamberlain’s attempt to establish peaceful relations with Hitler and
Mussolini through appeasement ended in failure.
Atlantic Charter
Definition: A joint declaration by the United States and Great Britain that established a vision for
a post-World War II world even though the United States had yet to enter the war
Context: In 1941 Prime Minister Churchill met with President Roosevelt to draft the Atlantic
Charter.
Chancellor of the Exchequer
Definition: The senior finance minister in the British government and a member of the prime
minister’s cabinet
Context: Chancellor of the Exchequer David Lloyd George was responsible for collection and
management of the national revenue.
civil disobedience
Definition: Refusal to obey a law or follow a policy believed to be unjust
Context: Those who practice civil disobedience base their actions on moral right and usually
employ the nonviolent technique of passive resistance.
civil rights
Definition: Rights that a nation’s inhabitants enjoy by law; civil rights have a legal as well as a
philosophical basis
Context: While working as a legal advisor in South Africa, Gandhi fought for the civil rights of
Indian immigrants.
diplomat
Definition: An official engaged in international negotiations
Context: In his role as a diplomat, Dr. Ralph Bunche maintained high standards of excellence
and professional integrity.
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20th Century Biographies: World Statesmen
Teacher’s Guide
League of Nations
Definition: A world organization established in 1920 to promote international cooperation and
peace
Context: Prime Minister Lloyd George helped form the League of Nations.
mediator
Definition: Someone who acts as an intermediate agent in a transaction or helps to resolve
differences
Context: United Nations mediator Ralph Bunche helped negotiate a peaceful resolution to the
1948 Arab–Israeli conflict.
Munich Pact
Definition: The 1938 agreement between Britain, France, Italy, and Germany under which
Germany was allowed to extend its territory into parts of Czechoslovakia where Germanspeaking peoples lived (the Sudetenland)
Context: The Munich Pact was drawn up in response to Hitler’s escalating demands for control
of more territory.
parliament
Definition: The national legislature of various countries, particularly that of the United
Kingdom, which is made up of the House of Lords and the House of Commons
Context: Elected to Parliament in 1908, David Lloyd George became an active social reformer.
passive resistance
Definition: A method of nonviolent protest against laws or policies in order to force a change or
secure concessions; also known as nonviolent resistance
Context: Passive resistance is the main tactic of civil disobedience.
prime minister
Definition: The head of the cabinet (a body of persons appointed to head the executive
departments of the government) and often also the chief executive of a parliamentary
democracy
Context: Prime Minister Winston Churchill was the courageous voice of Great Britain
throughout World War II.
Sudetenland
Definition: A region of the northern Czech Republic along the Polish border, long a home to
ethnic Germans, which the Nazis seized in September 1938
Context: The Munich Pact permitted Germany’s takeover of the Sudetenland.
untouchable
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6
20th Century Biographies: World Statesmen
Teacher’s Guide
7
Definition: A person born outside the four Hindu castes (social status or position conferred by a
system based on class) and considered below those within the castes
Context: Mohandas Gandhi worked to achieve reforms that improved the social status of India’s
untouchables.
Academic Standards
Mid-continent Research for Education and Learning (McREL)
McREL’s Content Knowledge: A Compendium of Standards and Benchmarks for K–12 Education
addresses 14 content areas. To view the standards and benchmarks, visit
www.mcrel.org/compendium/browse.asp.
This lesson plan addresses the following national standards:
•
History—Historical Understanding: Understands and knows how to analyze chronological
relationships and patterns; Understands the historical perspective
•
United States History: Era 9—Postwar United States (1945 to early 1970s): Understands the
economic boom and social transformation of post-World War II United States; Understands
domestic policies in the post-World War II period; Understands the struggle for racial and
gender equality and for the extension of civil liberties
•
World History: Era 8—A Half-Century of Crisis and Achievement, 1900–1945: Understands
the causes and global consequences of World War I; Understands the search for peace and
stability throughout the world in the 1920s and 1930s; Understands the causes and global
consequences of World War II; Understands major global trends from 1900 to the end of
World War II
•
World History: Era 9—The 20th Century Since 1945: Understands how post-World War II
reconstruction occurred, new international power relations took shape, and colonial empires
broke up; Understands the search for community, stability, and peace in an interdependent
world; Understands major global trends since World War II
•
World History Across the Eras: Understands long-term changes and recurring patterns in
world history
•
Geography—The World in Spatial Terms: Knows the location of places, geographic features,
and patterns of the environment
•
Geography—Places and Regions: Understands the physical and human characteristics of
place
National Council for the Social Studies (NCSS)
NCSS has developed national guidelines for teaching social studies. To become a member of NCSS
or to view the standards online, go to www.socialstudies.org.
This lesson plan addresses the following thematic standards:
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20th Century Biographies: World Statesmen
Teacher’s Guide
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Culture
•
Time, Continuity, and Change
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People, Places, and Environments
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Power, Authority, and Governance
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Global Connections
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Support Materials
Develop custom worksheets, educational puzzles, online quizzes, and more with the free teaching tools
offered on the DiscoverySchool.com Web site. Create and print support materials, or save them to a
Custom Classroom account for future use. To learn more, visit
http://school.discovery.com/teachingtools/teachingtools.html.
DVD Content
This program is available in an interactive DVD format. The following information and activities
are specific to the DVD version.
How to Use the DVD
The DVD starting screen has the following options:
Play Video—This plays the video from start to finish. There are no programmed stops, except by
using a remote control. With a computer, depending on the particular software player, a pause
button is included with the other video controls.
Video Index—Here the video is divided into sections indicated by video thumbnail icons; brief
descriptions are noted for each one. Watching all parts in sequence is similar to watching the video
from start to finish. To play a particular segment, press Enter on the remote for TV playback; on a
computer, click once to highlight a thumbnail and read the accompanying text description, and click
again to start the video.
Standards Link—Selecting this option displays a single screen that lists the national academic
standards the video addresses.
Teacher Resources—This screen gives the technical support number and Web site address.
Video Index
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20th Century Biographies: World Statesmen
Teacher’s Guide
9
I. David Lloyd George (6 min.)
David Lloyd George, British prime minister during World War I, played a key role in winning the
war. Discover why he has been called “the supreme architect of victory.”
Pre-viewing question
Q: What position does the prime minister of a country fill?
A: A prime minister is the head of the cabinet—a body of individuals appointed to head the
executive departments of the government—and often is the chief executive of a parliamentary
democracy as well.
Post-viewing question
Q: What post-World War I organization did Prime Minister Lloyd George help to form? What was
the organization’s main objective?
A: Prime Minister Lloyd George helped to form the League of Nations. The League’s main objective
was to mediate and resolve international disagreements peacefully.
II. Neville Chamberlain (6 min.)
In 1938 British Prime Minister Neville Chamberlain attempted to “secure peace in our time” by
agreeing to Hitler’s demands for military expansion. Discover the reasons Chamberlain’s strategy
of appeasement met with failure.
Pre-viewing question
Q: In your opinion, could World War II have been prevented? If so, how? If not, why not?
A: Responses will vary.
Post-viewing question
Q: What were the demands by German Chancellor Adolf Hitler that Prime Minister Chamberlain
and French Premier Daladier granted in hopes of maintaining peace?
A: Chancellor Hitler demanded control of more territory, specifically the Sudetenland, a region of
the northern Czech Republic along the Polish border long inhabited by ethnic Germans. In
response, Chamberlain and Daladier engineered the Munich Pact of 1938, allowing Germany’s
takeover of the Sudetenland.
III. Winston Churchill (6 min.)
Soldier, politician, author, and orator, Winston Churchill is among the most prominent leaders of
the 20th century. Meet this statesman who as prime minister became the voice of Great Britain
throughout World War II.
Pre-viewing question
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20th Century Biographies: World Statesmen
Teacher’s Guide
10
Q: In your opinion, during a time of war or other national crisis, what qualities do people look for
in their leaders?
A: Answers will vary.
Post-viewing question
Q: In your opinion, what leadership qualities did Prime Minister Winston Churchill exhibit that
rallied and sustained the people of Great Britain during World War II?
A: Answers should include Churchill’s own personal courage and determination, his eloquent and
stirring speeches, and his skill in matters of military strategy.
IV. Mohandas Gandhi (6 min.)
Advocating nonviolent resistance to injustice, Mohandas Gandhi became India’s dominant political
figure during the 1920s. Learn how his strategy of passive resistance brought an end to British rule
of India.
Pre-viewing question
Q: What is passive resistance? Is it always an effective tool for change, or are there certain
conditions under which this approach would not be effective?
A: Passive resistance is a method of nonviolent protest against laws or policies in order to force a
change or secure concessions. Answers to the follow-up question will vary.
Post-viewing question
Q: Why was Mohandas Gandhi’s use of passive resistance effective against the British in India?
A: Answers may include that the British were decent people who believed in the ideals of
individual liberty and democracy, though it took them a while to extend these ideals to non-British,
nonwhite people. Gandhi’s nonviolent tactics could succeed because his British opponents had a
basic respect for human rights as well as moral values and ideals that were not at odds with those
of the pacifists. The British also were rational—capable of understanding the logic of Gandhi’s
position—and did not equate nonviolence with weakness.
V. Ralph Bunche (3 min.)
Scholar, statesman, and undersecretary general of the United Nations, Dr. Ralph Bunche was a
spokesperson for peace and equality. Learn about his international efforts as well as his work in
civil rights in America.
Pre-viewing question
Q: What is a diplomat? What skills and characteristics do you think would be most important for a
diplomat to possess?
A: A diplomat is an official engaged in international negotiations. Answers to the follow-up
question will vary.
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20th Century Biographies: World Statesmen
Teacher’s Guide
11
Post-viewing question
Q: According to the program, what three international crises were successfully managed with the
diplomatic intervention of Dr. Ralph Bunche?
A: Dr. Bunche successfully negotiated an end to the 1948 Arab–Israeli conflict and the 1956 Suez
crisis; in 1960 he organized and headed peacekeeping operations in the former Belgian Congo (now
the Democratic Republic of Congo).
Credit
Patricia A. Peirson, freelance writer; former elementary school and adult ESL educator
Published by Discovery Education. © 2006. All rights reserved.