Understand the relationship between the Pacific War to events in Europe
Hypothesise about similarities between Germany, Italy and Japan eg Military solutions sought for domestic problems, Violent response, Rise of police power, The Great depression, Imperialism,Civilian Government loses control.
Identify and explain the significance of the following terms:
LEARNING GOALS GENERAL
LG students will look at four documents pertaining to U.S. and Japanese policies in China. By examining these, and answering questions about them, they should gain an understanding of why tensions developed between the two countries.
Learning Goal 2
Examine the overall principles which underlay both Japanese and American foreign policy in the mid- to late-1930s.
America and the Sino-Japanese Conflict, 1933–1939
Learning Goal 3
Examine primary documents and maps to discover why Japan embarked on its "southern advance."
Japan's "Southern Advance" and the March toward War, 1940–1941
Learning Goal 4
Students put themselves in the shoes of U.S. and Japanese diplomats in the final months of 1941.
The Failure of Diplomacy, September–December 1941
In this unit, students:
Explain how Japan's ambitions in China conflicted with the American concept of the "Open Door."
Discuss the means by which the United States and Japan sought peaceful means of resolving their differences.
Articulate why U.S. trade and immigration policies angered the Japanese.
Explain the importance of the Manchurian Incident of 1931, and the American response to it, for the deterioration in U.S.- Japanese relations.
Explain why Japan went to war against China during the 1930s.
Articulate the reasons why the United States believed that its interests were at stake in East Asia.
Discuss how the United States responded to developments in the Sino-Japanese War.
Assess the effectiveness of U.S. foreign policy in East Asia in the 1930s.
Define what Japanese leaders meant by the "southern advance," and explain why they opted to pursue it.
Articulate the U.S. response to the "southern advance," and assess whether it was a reasonable one.
Explain why Tokyo decided in September 1941 to prepare for war against the United States.
List and explain the issues that divided the United States and Japan in the fall of 1941.
Articulate the reasons why Japan chose to go to war against the United States.
Assess the overall effectiveness of U.S. foreign policy during this period.
Putting together ideas or elements to develop an original idea or engage in creative thinking.
Judging the value of ideas, materials and methods by developing and applying standards and criteria
Breaking information down into its component elements
Understanding of given information
Skills and Key Concepts for National Curriculum
Chronology, terms and concepts
Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164)
Use historical terms and concepts (ACHHS165)
Historical questions and research
Identify and select different kinds of questions about the past to inform historical Inquiry (ACHHS166)
Evaluate and enhance these questions (ACHHS167)
Identify and locate relevant sources, using ICT and other methods (ACHHS168)
Analysis and use of sources
Identify the origin and purpose and context of primary and secondary sources (ACHHS169)
Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170)
Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171)
Identify and analyse the perspectives of people from the past (ACHHS172)
Identify and analyse different historical interpretations (including their own) (ACHHS173)
Explanations and communication
Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174)
Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)
Key Concepts of historical understanding are:
Information obtained from historical sources used to construct an explanation or narrative, to support a hypothesis, or prove or disprove a conclusion.
Continuity and change
Continuities are aspects of the past that have remained the same over certain periods of time. Changes are events or developments from the past that represent modifications, alterations and transformations.
Cause and effect
The relationship between a factor or set of factors (cause/s) and consequence/s (effect/s). These form sequences of events and developments over time.
A point of view or position from which events are seen and understood, and influenced by age, gender, culture, social position and beliefs and values.
An understanding of the past from the point of view of the participant/s, including an appreciation of the circumstances faced, and the motivations, values and attitudes behind actions.
The importance that is assigned to particular aspects of the past, such as events, developments, movements and historical sites, and includes an examination of the principles behind the selection of what should be investigated and remembered.
Debate about particular interpretations of the past as a result of the nature of available evidence and/or different perspectives