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

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20th Century Biographies: World Statesmen Teacher’s Guide • 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. 2
20th Century Biographies: World Statesmen Teacher’s Guide 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.” Published by Discovery Education. © 2006. All rights reserved. 3
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