Discovering History 20th Century Biographies:World Statesmen ...

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.



• 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. 

Materials 

• 20th Century Biographies: World Statesmen video 

• Computer with Internet access 

• 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 

Published by Discovery Education. © 2006. All rights reserved. 

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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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• “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.” 

• “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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Vocabulary 

• 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. 

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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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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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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• Culture 

• Time, Continuity, and Change 

• People, Places, and Environments 

• Power, Authority, and Governance 

• Global Connections 

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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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. 


Q: In your opinion, could World War II have been prevented? If so, how? If not, why not? 

A: Responses will vary. 


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. 



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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. 


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. 


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. 


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. 


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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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 


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