Hitler and The Weimar Republic

Agenda 12/10-14:

1. Students brainstormed a list of key terms based on their prior knowledge of Hitler and the Nazis.
2. Students read an excerpt from the book Human Smoke. They wrote a series of questions based on the reading and discussed them in a student-led discussion.
3. Students interpreted the Treaty of Versailles and assessed its impact on Germany.
4. Students read about the Weimar Republic, sharing their findings with one another.
5. I used the powerpoint below in discussion the context of WWI and the Rise of Nazism.

The Birth of The Nazis:

Finishing Peron

Agenda 12/8:

1. Students read several articles about Eva Peron and discussed the question, "Who was Evita?"
2. Students completed an open-note quiz over Peron, contributing their answers to a shared document.
3. Students began learning about Hitler. They read a series of excerpts about the Nazi's prior to WWII.

Internal Assessment

Remember, you need to start thinking about and researching your Internal Assessment. A draft of sections A and F are DUE Friday 12/18. 

Peron Prompts

Answer the prompt you were assigned and email/share it to tgraham1@apps4pps.net

Peron Prompts:

1. Assess the successes and failures of the domestic policies of Juan Peron.
2. Account for the rise to power of Juan Peron and assess his impact upon Argentina.
3. Assess the nature and effectiveness of opposition to Juan Perón (1946–55)
4. Analyze the role and status of women in Peronist Argentina.
5. For what reasons, and by what means, did Perón obtain power?
6. How did Perón gain and retain the support of the urban workers?
7. In what ways, and to what extent, were the policies of Perón successful in achieving their aims? Discuss two policies 
8. Evaluate the role did Eva Peron played in Juan Peron’s rise to power and during his presidency?
9. Peron claimed to take a “third position” between socialism and capitalism. Cite features of his government that support this position.

Hitler Poll - Brainstorming

Peron's Social Policies

Students read about, took notes, and presented posters about Peron's social policies. They focused on five groups: Eva and the FEP, Women, Education, Arts and Media, and Propaganda.

Peron

Agenda 11/30:

Students read through the first section about Juan Peron in the Pearson text. They took notes on these topics:

• T-chart: Long term | Short Terms factors leading to Peron's rise 
• Notes about Pre-President Peron 
• Peron’s ideology 
• Draw a head and shoulders 
• Take notes on Peron’s ideology (head), foreign influences (outside head), domestic influences (shoulders) 

Students read and evaluated a series of documents about Peronism and wrote a found poem/poem about Peron/Peronism.

The Perons

Agenda 11/24:

1. Students took a quiz over Castro.
2. Students read pages 10-17 in the Pearson text, taking notes about Peron's rise to power.
3. Students listened to a podcast about Eva Peron, taking notes.
4. Students watched the first 15 minutes of the movie/musical Evita.

Cuban Missile Crisis

Agenda 11/20:

Students learned about the Cuban Missile Crisis.

The Bay of Pigs Invasion

Agenda 11/18:

1. Students shared their radio broadcasts about the Cuban Revolution.
2. Students participated in a simulation of the Bay of Pigs Invasion. They looked at the event through American perspectives including, John F. Kennedy, The CIA, The State Department, and the US Ambassador to the Soviet Union.

HOMEWORK:
Study for the CASTRO QUIZ - Tuesday 11/24

Castro Quiz Prompts

Next week, 11/24, students will take a quiz over the Castro unit. Students will be asked to answer two of the following prompts, randomly assigned.

• "The main reason Castro came to power in 1959 was because of Batista's mistakes." To what extent do you agree?
• Examine two of Castro's social policies.
• Using specific examples, explain the shifts in Cuba economic policies through time. Include a discussion of Communist and Capitalist economic systems.
• Evaluate the methods Castro used to maintain power. Include foreign and domestic affairs.
• Analyze the conditions and actions that enabled Castro to take power in Cuba.  
• Explain the cause, course, and consequences of either The Bay of Pigs Invasion or Cuban Missile Crisis.

Cuba: Domestic Policies

Agenda 11/16:

1. Students read from Pearson (pg.82-87) about domestic policies under Castro. Students paired up and focused on one element of society: Women, Religion and Minorities, Arts, and Education.They took notes and presented their group. After the discussed the relative positive and negative impact of the revolution on the different groups.
2. Students then watched a clip about reforms and treatment of the opposition.

HOMEWORK:

Radio and Revolution Broadcast - DUE - Wednesday 11/18

The Cuban Revolution

Over the past few periods, students have been studying the Cuban Revolution and learning the explanations for the rebel victory and changes set in place after their takeover.

Agenda:

1. Students read an article about Cuba before the revolution. They took notes comparing American perceptions to reality.
2. Students read an excerpt from Castro's speech, History Will Absolve Me. Students highlighted the problems and solutions the speech identified.
3. Students read a selection from Eduardo Galeano's Memory of Fire about the Cuban Revolution and watched a clip from the film Fidel Castro, taking notes using this sheet.
4. Students read from Chapter 3 in Pearson, answering the questions below.
5. Students discussed Castro's consolidation of power, early reforms and economic policies of the regime. They kept notes on this worksheet.
6. Students worked on a radio broadcast about the events surrounding the revolution.

Reading Questions for Pearson Chapter 3, Section 1:

1. What was life like in Cuba prior to the revolution?
2. Explain the rule of Fulgencio Batista. What groups opposed him? Why?

Pearson, Chapter 3, Section 2:

1. What happened at the Moncada Barracks? What were the consequences of the attack?
2. How did the rebels gain support in the Sierra Maestra mountains?
3. Make a t-chart. Complete it with notes from the reading.  Rebel Strengths | Batista Weaknesses

HOMEWORK:

Radio and Revolution Broadcasts - DUE Wed. 11/18

Cuba Under Batista

Reading Questions for Pearson Chapter 3, Section 1:

• What was life like in Cuba prior to the revolution?
• Explain the rule of Fulgencio Batista. What groups opposed him? Why?

Mao: Foreign Policy

Agenda 10/21:

1. Students worked in groups to investigate different moments in Chinese Foreign Policy. The made posters including Causes and Consequences of one of four policies: The Korean War, The Sino-Soviet Split, Sino-American Relations, and Tibet. Students used their Pearson text, Chapter 5, Section 3.
2. Students began watching the documentary Mao Declassified.

HOMEWORK:

Mao QUIZ - Tuesday 10/27

Prompts for Mao quiz. The quiz will be given on Tuesday, October 27th. You will need to answer two of the following questions:

• By what methods, and with what success did Mao Zedong try to eliminate domestic opposition?
• Examine the successes and failures of Mao Zedong’s economic policies.
• Examine the successes and failures of Mao Zedong’s domestic policies.
• In what was Mao Zedong able to create a cult of personality?
• Discuss the conditions that produced the Chinese Communist Party and the leadership of Mao Zedong.
• Explain one of Mao's foreign policies. Discuss causes, course, and consequences.

Mao Declassified:

Mao: The Cultural Revolution and Foreign Policy

Agenda 10/16:

1. Students finished studying documents about the Cultural Revolution
2. Students wrote a two voice poem from contrasting viewpoints of individuals living through the Cultural Revolution.
3. Students listened to a podcast about the Cultural Revolution and took notes.

Prompts for Mao quiz. The quiz will be given on Tuesday, October 27th. You will need to answer two of the following questions:

• By what methods, and with what success did Mao Zedong try to eliminate domestic opposition?
• Examine the successes and failures of Mao Zedong’s economic policies.
• Examine the successes and failures of Mao Zedong’s domestic policies.
• In what was Mao Zedong able to create a cult of personality?
• Discuss the conditions that produced the Chinese Communist Party and the leadership of Mao Zedong.

The Cultural Revolution

Agenda 10/14:

1. Students interpreted propaganda posters. Students took notes on the different themes and messages in the propaganda.
2. Students learned about the Cultural Revolution. They read an excerpt from the book Red Azalea  and began interpreting a series of documents about the Cultural Revolution. They kept a list of people involved and their involvement.

Read pages 172-179 in Pearson. Answer these questions for Friday 10/16.

1. What was the purpose of the Cultural Revolution?
2. Who were the Red Guard? Why did Mao turn from supporting them to opposing them?
3. What were the costs of the Cultural Revolution?
4. Explain the events surround the 1971 coup d’etat attempt.
5. Who were the Gang of Four?

HOMEWORK:

Propaganda/Reality Posters DUE Tuesday 10/20

Mao and Opposition: The Antis Campaign

Agenda 10/7:

1. Students read an excerpt from Mao: The Unknown Story  about the Antis campaign and Mao's private lifestyle. They read, answered, and discussed these questions:

• What changes were instituted after the Communists took power?
• Who was the opposition? How were they dealt with?
• What resulted from the antis campaigns?
• Identify double standards.
• List the excesses of Mao. Which is the worst?
• Compare and contrast Mao and Stalin.

Mao: Collectivization and the Great Leap Forward

Agenda 10/1:

1. Students review the homework questions [below] about the events leading to the Communist Revolution in China in 1949. They made lists of statements about the events in the style of a Chinese campaign.
2. Students participated in a simulation of the collectivization of agriculture led by Mao.
3. Students listened to a podcast and took drawing notes about life in China during this period - inside and out of the commune.
4. Students read an article about collectivization and held a discussion using the following questions.

• Were the Soviets a positive or negative influence on China during the period of collectivization and the Great Leap Forward? 
• How were people affected by the collectivization and the Great Leap Forward? Cite examples from the text. 
• Evaluate the leadership of Mao and the Communist Party of China (CPC). Was this a “good” government? Cite examples from the text. 
• Compare the Great Leap Forward to the simulation. 
• The communes and Great Leap Forward could have been successful and human lives could have been spared. To what extent do you agree?

HOMEWORK:

Read the first half Pearson Ch. 5, Sec. 2 (pgs. 157-169) - DUE Monday 10/5 - Answer these questions:

• Identify early social and economic reforms made by the Communist Party. 
• In what ways did the Korean war strengthen Mao’s power? 
• What was the purpose of the “Antis” movements? Who was targeted? 
• Make a t-chart. Label it, “The First Five Year Plan: Successes | Failures”. Complete the chart.
• Was the Hundred Flowers Campaign a pre-meditated trick to expose threats to the government? Discuss and explain the campaign in your answer.

Stalin Quiz and Introduction to China

Agenda 9/29:

1. Students took a quiz on Stalin.
2. Students began reading about Mao Zedong's rise to power in the Pearson text.
3. Students defined key terms and answered reading questions [below].

Reading Questions for Pearson Chapter 5, Section 1 (pgs. 143-156):

• What was Mao’s background and why is it significant?
• What was happening in China between the fall of the Qing dynasty and 1928?
• The CPC and the GMD fought both as allies, in a “marriage of convenience” and as enemies. Identify reasons for and explain the shifting relationship from the 1920s until the Communist victory in 1949.

• Make a t-chart. Title it “GMD weaknesses | CPC Strengths”. Complete the chart considering events from the Sino-Japanese War and the Chinese Civil War.

HOMEWORK:

Finish Reading Pearson 5.1. Come in prepared to discuss the reading questions.

China: Century of Revolution

Stalin: Review

Agenda 9/24:

1. Students gave their presentations about major themes in Stalin's Russia.
2. Students watched a video and listened to a song covering Soviet history.
3. Students finished watching the film, Stalin Declassified.

HOMEWORK:
Bring Pearson. QUIZ - Stalin - Tuesday 9/29

Soviet History Song:

Stalin Declassified:

Stalin: Review and Presentations

Students worked in pairs or individually to make a short presentation about one element of Stalin's rule. Students share their work in group folders.

Period 2
Period 3

Students selected one of the follow areas for their presentations:

• Origins of single-party states: conditions which produce single-party state
• Origins of single-party states: emergence of leader: aims, ideology, support, methods: force, legal
• Establishment of single-party states: form of government, ideology (left and right wing)
• Establishment of single-party states: totalitarianism, treatment of opposition
• Rule of Single Party states: political, economic, and social policies
• Rule of Single Party states: role of education, the arts, the media, and propaganda
• Rule of Single Party states: status of women, treatment of minorities, and religious groups

HOMEWORK: 

Study for the QUIZ - Tuesday - 9/29

Stalin: The Great Terror

Agenda 9/21:

1. Students read an excerpt about the Great Terror.
2. Students lead a discussion about the excerpt, focusing on several questions [below].
3. Students listened to a podcast about Stalin's reign, and took visual notes on this piece of paper.
4. Students began watch a film, Stalin Declassified.

Discussion Questions:

• How were the purges justified by the regime?
• Who/what threatened the regime? Why were they purged?Identify specific groups/people.
• Why would (did) people confess to crimes they didn’t commit?
• Who was Kirov? What happened to him?
• Pick out a quote, connect the quote to one of the question.
• “Stalin committed the purges to keep the USSR strong.” Agree or disagree?

Click here for notes from the discussion.

HOMEWORK:

QUIZ - Stalin - Prepare these prompts

Great Terror Creative Interpretation - DUE - Friday 9/25

Stalin Declassified:

QUIZ: Stalin

There will be a quiz Tuesday, September 29th. You will be expected to answer two of the following questions at random. You should prepare by reviewing your readings, notes, and handouts from class. You will be expected to reference your knowledge of key terms, ideas, people, and events.

• What was the historical context of Stalin’s struggle for power? What were the key stages of the power struggle?
• What were the main features of collectivization and the Five-Year Plans?
• How did the Great Purge, 1936–39, help establish Stalin’s power?
• Explain Stalin’s domestic policies regarding two social groups. Women, Religion, Arts and Culture, or Education.
• Explain why Stalin was able to defeat his main opponents and succeed in the power struggle by 1929.
• Assess the successes and failures of Stalin’s domestic policies.
• Assess the impacts of Stalin’s social and cultural policies up to 1941.

Stalin's Consolidation of Power

Agenda 9/15:

1. Students reviewed the structure of the soviet government, consulting the diagrams they drew in their notebooks last class.
2. I further explained how Stalin gained power through accusing members of the Politburo of factionalism and having opponents be replaced by supporters.
3. Students read a series of documents about the 5 year plans, summarizing successes and failures and investigating the statement: Stalin intentionally killed millions of Ukrainians through starvation.
4. At the end of the period, students began making two sided posters (propaganda/historical fact).

HOMEWORK:

Bring Pearson to class

Rise of Stalin

Today students finished the presentation about the Russian Revolution. They then began learning about how power transferred from Vladimir Lenin to Joseph Stalin. Students began reading chapter 4 of the Pearson text. Students watch a clip detailing Stalin's takeover from Lenin.

HOMEWORK:

Answer these questions as you read Chapter 4, section 2 in the Pearson text. You will be expected to share your findings next class. BRING PEARSON EVERYDAY.

1. What were the 5 year plans? What effect did they have upon society in the Soviet Union?
2. How did Stalin carry out the Five Year plans?
3. Describe Stalin’s social policies. Include these elements: Women, Religion, Arts and Culture, and  Education.
4. Explain Stalin’s aims

Lenin vs. History:

The Russian Revolution

Students continued learn about events of the Russian Revolution up until 1917. Students then participated in a simulation representing differing options for the future of Russia in 1917. Students who were not present should familiarize themselves with these perspectives. After, I concluded the lecture.

Stalin's Rise to Power: The Russian Revolution

I began a presentation about the origins of the Russian Revolution. Students took notes.

Authoritarian and Single Party States: Themes

Students selected a country and did some basic research, focusing on the major themes for the unit on single-party and authoritarian states:

• Conditions that produced authoritarian and single party states 
• Emergence of leaders: aims, ideology, support 
• Totalitarianism: the aim and the extent to which it was achieved 
• Establishment of authoritarian and single-party states Methods: force, legal/illegal
• Form of government, (left-and right-wing) ideology 
• Nature, extent and treatment of opposition

Students made posters and compared and contrasted different countries using these themes. I directed students to the first 10 pages in the Pearson text to get them familiarized with the unit.

Machiavelli and Leadership

Students began conversations about the end justifying the means. [see below] Students brainstormed lists of traits that different types of leaders should possess. They read an excerpt from Machiavelli's The Prince. After they read an article by Howard Zinn critiquing Machiavellian realism.

The End and the Means:

Good Morning

Welcome back students. Get to know this url. Lots of stuff from class will be posted here.

Thanks y'all!

Period 7:

Period 8:

IB Exam Prep

Paper 1 - Arab Israeli Conflict - List of Vocabulary Terms
Paper 2 - 20th Century (Single Party States and Cold War)
Paper 3 - History of the America

Use these guides as a way to refresh your knowledge, NOT as a comprehensive sample answer.

IB Paper 2 Study Guide (Authoritarian and Single Party States)

Click here to edit.

Paper 3 (HOTA) Exam Study Guide

Click here to contribute to the class study guide.

De-Stalinization

Agenda 4/3:

1. Students read excepts from a speech given by Krushchev denouncing Stalin and Stalin's Cult of Personality. Students discussed the documents Origin, Purpose, Value, and Limitation (OPVL).
2. Students watch a film clip about the post-Stalin era in the Soviet Union and Polish October [see below]
3. Students were given time to read Keylor.

HOMEWORK:

QUIZ - Keylor Chapter 9 (excluding Latin America - DUE  Monday 4/6

Post-Stalin Soviet Union [start at 18:12]

Cold War

Past items and agendas:

1. Students examined the Military Industrial Complex by watching the film Why We Fight.
2. Students learned about the Nuclear arms race. They learned about the effects of different types of bombs and made a chart comparing the US and USSR nuclear stockpiles through time.
3. Students learned about different phases in the Cold War nuclear arms strategies: Massive Retaliation, Counterforce, and Mutually Assured Destruction.
4. Students learned about the 1956 Hungarian Uprising. They read a script detailing the experience of a boy who lived through it and took notes about the causes and effects.
5. They watch the clip below to review the event.

HOMEWORK:

Keylor Chapter 9

QUIZ - Keylor Chapter 9 (not including Latin Ameica) - DUE - Monday 4/6

1956 Hungarian Uprising:

The Korean War

Agenda 3/11-13:

1. Students were given time to read the Keylor books and answer questions from the reading guide.
2. Students looked at North and South Korea textbook accounts of the Korean war, analyzing them for bias and blame for starting the war.
3. Students watched clips from a film about the Korean War (first 16 minutes).
4. Students took a quiz over Chapter 8 in Keylor.
5. I reviewed the major outcomes of the 
6. Students watched The Secret State of North Korea.

HOMEWORK:

Read Keylor

Cold War Beginnings

Agenda 3/6-3/9:

1. I gave a presentation about 8 major steps in the division of Europe after WWII. [below]
2. Students participated in a simulation of the Big Four (France, Britain, US, USSR). Students learned about the the security concerns and goals for postwar Europe.
3. Students learned about the Truman Doctrine and debated opposing opinions.

HOMEWORK:

Keylor Reading Guide - use this to prepare for the quiz on Friday

QUIZ - Keylor through the Korean War - DUE - Friday 3/13

8 Steps in the Postwar Division of Europe:

Intro: Cold War

Agenda 3/2:

1. Students brainstormed their prior knowledge about the Cold War.
2. Students listened to several songs, reading the lyrics for Cold War references.

Arab-Israeli Conflict: Conclusion

Agenda 2/25-2/27:

1. Students learned about the Camp David Accords.
2. Students participated in a role play and debated current issues facing the region.
3. Students took a quiz over the conflict.

HOMEWORK:

Get the Keylor book from the library - DUE - Monday 3/2

VICE News: Fallout in Gaza:

The Arab Israeli Conflict in the 1970s

Agenda 2/18-20:

1. Students read about the situation in Israel after the 1967 war.
2. Students read and discussed the ambiguity and differing interpretations of UN resolution 242.
3. Students learned about the context of the 1973 Yom Kippur war and Anwar Sadat's strategy as a means to a peace negotiation.
4. Students watched a film about the Yom Kippur War [below].
5. Students made posters of the causes, course, and consequences of the 1948, 1956, 1967, 1973 conflicts in the Middle East.

Yom Kippur War:

Arab Israeli Quiz

Students will take a quiz over the Arab Israeli conflict next Friday 2/20 Wednesday 2/25. Below are the prompts. There will be a document analysis section on the quiz as well.

Students will answer one of these prompts:

• Analyze the reasons for the flight of Palestinians refugees between 1947 and 1952.
• Assess the impact of the Sévres Protocol and its aftermath on international relations in 1956.
• Examine the aims and actions of the Palestine nationalist organizations between 1964 and 1979.

Students will also answer one of these prompts:

• Evaluate the extent to which the 1967 War can be considered a success for Israel.
• Discuss the impact of the 1967 war on the situation of the Palestinians.
• Evaluate the view that the Camp David Accords were a triumph for Egypt and a failure for Israel.

The Six Day War - 1967

Agenda 2/11-13:

1. Students were given time to wok on their book journals.
2. I gave a lecture about the rise of Palestinian nationalism including an explanation of Yasser Arafat, Fatah, The PLO, and the PFLP [below]. Students watched a short film about the Munich Olympics hostage crisis.
3. Students learned about the causes, course, and consequences of the 1967 war between Israel, Egypt and Syria.
4. Students looked at UN resolution 242, which ended the war, but left unresolved the issue of settlers and refugees.

Palestinian Nationalism:

Munich 1972:

Outcomes of the Suez Crisis

Agenda 2/9:

1. Students reviewed the causes and course of the 1956 Suez Crisis. I explained how the crisis effected relations between countries in the Middle East.
2. Students had time to continue reading the Fraser text.

HOMEWORK:

Arab-Israeli Book Project - DUE - Friday 2/13

The Suez Crisis:

Refugees and the Right to Return

Agenda 2/6:

1. Students had in class work time to read and take notes from the Fraser book
2. Students listened to a podcast about Jewish education and refugees after the 1948 war.
3. Students read about events in Palestine between the 1940s and 1950s. Here is the Graphic Novel excerpt.

HOMEWORK:

Keep reading and taking notes from Fraser

The Suez Crisis 1956

Agenda 2/4:

1. Students reviewed events regarding the Arab Israeli conflict that we've covered this far.
2. Students learned about the 1956 Suez Crisis. Read pages (Fraser - 55-72). 
3. Students also watched clips [approximately 44:15 - 54:00] from the film The 50 Years War.

HOMEWORK:

Arab Israeli Conflict book project - DUE - Friday 2/13

The 50 Years War:

The British and Palestine

Agenda 1/23-26:

1. Students read from the Fraser text The Arab Israeli Conflict. They took notes, following the requirements of the reading journal project.
2. Students viewed a series of documents detailing the early relationship and promises between Arabs and Jews. Students plotted these on a graph tracking vacillating British support of Arabs and Jews through time.
3. Students watched film clips [below] about the British and Palestine between WWI and WWII.  

Promises and Betrayals:

HOMEWORK:
Learn this vocabulary for the final.

2015 State of the Union

Today students viewed and discussed President Obama's State of the Union Address. They looked at Republican responses and found parts they agreed and disagreed with.

HOMEWORK:
DUE Friday 1/23 - Arab-Israeli conflict reading journal notes Introduction and Chapter 1. Have your notes and summaries ready at the beginning of class.

Origins of the Arab Israeli Conflict

Students created maps of the Middle East. They considered geography, religion, population and ethnic groups in creating five different countries. I explained to the student how four different events created a "Recipe for Disaster": The McMahon-Hussein Correspondence, The Sykes-Picot Agreement, The Balfour Declaration, and the Partition of Palestine.

Students then continued reading The Arab-Israeli Conflict by Fraser. Students began organizing their notes in a journal.

HOMEWORK:
Arab Israeli Conflict Reading Journal - Intro notes and summary - DUE - Wednesday 1/21

Hitler Quiz Prompts

Students will take a quiz covering the unit on Hitler. Below are the prompts. Students will need to answer two prompts at random.

•  Analyze the methods and conditions that enabled Hitler to rise to power in Germany.
• Evaluate the way in which Hitler was able to consolidate his rule between 1933 and 1938.
• To what extent were the lives of ordinary Germans affected by Nazism? Identify at least two groups.
• In what ways did people resist Nazi rule? Provide examples.

Hitler's Domestic Policies

Students learned about Hitler's domestic policies. They took notes from the powerpoint below and watched a clip for the film World at War.

Hitler's Domestic Policies:


World at War [start at 23:00]: