Castro Quiz

There will be a quiz over the Castro unit Tuesday, 12/4. You will be required to answer two of the following prompts, assigned at random. There will also be a document analysis section.

• "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.
• Explain the cause, course, and consequences of the Cuban Missile Crisis.
• Explain the cause, course, and consequences of The Bay of Pigs Invasion.

Economic and Social Policies

Agenda 11/15 & 11/26:

1. Students read section 3.4 in Pearson. They analyzed shifts in economic policy under Castro over time. Students placed a series of events onto an economic spectrum with state control (Communism) on one side and free market (Capitalism) on the other. 
2. Using section 3.5 in Pearson, students made posters explaining the AIMS and IMPACTS of different social policies under Castro. They presented and took notes.
3. Student then began listening to a podcast about an extreme form of resistance to the Castro regime. They took drawing notes using this worksheet.
4. Also, there will be  a VOCAB QUIZ on Wednesday 11/28. Here is the vocab sheet.

The Bay of Pigs Invasion and Cuban Missile Crisis

Agenda 11/13-15:

Students learned about the Bay of Pigs invasion and Cuban Missile Crisis. I emphasized that both events served to empower Castro's status as he made himself look like a hero that had repelled the United States. These events also gave Castro the justification to repress the Cuban population, repression political dissent, eliminating free press, and greater control of the country.

If you missed class read section 3.3 in Pearson.

The Cuban Revolution: The Conditions that Produced and Single-Party State

Agenda 11/2-11/8:

1. Students read an article about pre-Revolution Cuba.
2. Students watched a short clip from the film Fidel, focusing on the conditions in Cuba prior to the revolution. They made a concept map of pre-Revolution conditions, focusing on 1)Education; 2) Government; 3) Society
3. Students read Fidel Castro's speech History Will Absolve Me, highlighting the conditions which Cubans lived under.
4. Students read in Pearson pages 62-65 and watched several more film clips, taking notes on a t-chart, labelled Batista Weakness   |   Rebel Strengths.
5. Students also identified major events that helped solidify the Cuban-Soviet relationship [see below].

Pearson Worksheets:

3.1, 3.2

3.2, 3.3, 3.4

Castro's Rise to Power:

Mao Domestic Policies and Vocab Quiz

Agenda 10/24:

1. Students took the Mao vocab quiz.
2. Students then made posters and presentations about the aims and impacts of Mao's social domestic policies.

Mao QUIZ

There will be a quiz over our unit on Mao. The quiz will be Tuesday, Oct. 31st. You will answer TWO of the following prompts, giving to you randomly in addition to a document-based question.

• Discuss the conditions that produced the Chinese Communist Party and the leadership of Mao Zedong.
• ‘In the years 1953 to 1962, Mao’s economic planning was a total disaster.’ To what extent do you agree with this view?
• Discuss the aims and impacts of two of Mao's social policies.
• By what methods, and with what success did Mao Zedong try to eliminate domestic opposition?
• Evaluate the impact of successes and failures of foreign policies on the maintenance of power in China under Mao's leadership.
• Discuss the purpose(s) and methods of the Cultural Revolution. 

The Cultural Revolution

Agenda 10/17:

1. Announcement - IB Registration deadline is Wednesday, October 31st.
2. Students read an article about the Cultural Revolution.
3. Students analyzed a series of documents and wrote a group paragraph answering the prompt, "Write a paragraph that explains the goals, methods, and messages of the Cultural Revolution. And, why did Chinese youth get swept up in the Cultural Revolution?

DUE:

Mao Vocab Quiz - Wednesday 10/24

Mao Research Topics - Friday 10/26

Mao Quiz - Wednesday 10/31

China: Century of Revolution [start at 1:01:10]:

Communes, The Great Leap Forward, and Famine

Agenda 10/11:

1. Students participated in a simulation of the collectivization of agriculture led by Mao.
2. Students listened to a podcast and took drawing notes about life in China during this period - inside and out of the commune.
3. Students began working an an IB practice test focusing on the Great Leap Forward.

The Great Leap Forward:

The 100 Flowers Campaign

Agenda 10/8:

1. Students participated in a simulation about identifying and silencing opposition in Mao's China. This was meant to illustrate the 100 Flowers campaign.
2. Students read a short excerpt about the 100 Flowers Campaign
3. Students watched short clip about the 100 Flowers campaign.
4. Students reviewed by writing a Snapchat story about the 100 Flowers and Anti-Rightist Campaigns.

100 Flowers:

Introduction: The End of Dynastic China, The Rise of Mao

Agenda 9/28-10/2:

1. I gave a brief lecture about the fall of the dynastic system in China, explaining some of the conditions that produced Mao. Here are my notes.
2. Students labelled historical maps of China. 
3. I handed out Pearson reading questions and vocabulary for Mao.
4. Student took the quiz over Stalin.
5. Students watch a clip from China: Century of Revolution (below), focusing on Mao's appeal to peasants and the Long March of 1934 [22:30 - 45:00].

Fall of Dynastic China:

Long March:

QUIZ: Stalin

There will be a quiz over Stalin, Tuesday 10/2. You will answer TWO of the following prompts at random and a series of document analysis questions.

• Identify and explain the conditions (The Russian Revolution) that led to the establishment of a single party state in Russia prior to 1925.
• How and why was Stalin able to defeat his main opponents and succeed in the power struggle by 1929?
• What were the main features of collectivization and the Five-Year Plans? What were the effects?
• How did Stalin consolidate his power in the late 1930s?
• Explain Stalin’s domestic policies regarding two social groups. Women, Religion, Arts and Culture, or Education
• Describe the involvement of the USSR in WWII.

Stalin: Purges, Vocab, and WWII

Agenda 9/19-24:

1. Students researched from the Pearson text and presented about different domestic policies under Stalin. They used Pearson chapter 4.2 for this.
2. Students participated in a simulation about secret police and fear.
3. Students completed a reading and discussion about the Great Terror and discussed the question, "Stalin orchestrated the purges to make the USSR stronger."
4. I reviewed the Great Terror and explanations for the Purges including: 
• Necessary to deal with anti-Bolshevik threat
• Done to divert attention from failings of economic plans (later 5 years plans)
• Done to root out opposition to his power
• Pacify the population
5. Students worked on defining vocab terms for the unit on Stalin.
6. I gave a brief lecture about the involvement of the USSR in WWII (this can be found in Pearson 4.4). Here are my lecture notes.
7. Students watched parts of Declassified: Stalin [below].
8. Students read a speech given by Nikita Khrushchev condemning Stalin. Students then analyzed the document using an OPCVL protocol.

DUE:
Pearson reading questions 4.3,4.4
Stalin Vocab Quiz - Wednesday 9/26
Stalin Quiz - Tuesday 10/2

The Great Terror:

Stalin and WWII:

Declassified: Stalin

The Five Years Plan and Famine in Ukraine

Agenda 9/12:

1. Students analyzed several documents about collectivization, read this article about the famine, and discussed the resolution, "Stalin deliberately starved to death millions of Ukrainians". 
2. Students watched a clip of video, Stalin: Man of Steel explaining the effects of collectivization [watch from 8:35 to 22:00].
3. Students began reading from Pearson about major domestic policies under Stalin: 5 year plans, women, religion, art and culture, and education and social mobility. In groups they made posters to present their findings.  

DUE:

5 Year Plan Document Analysis

Pearson 4.1 - 4.2

5 Year Plans and Famine:

Domestic Policies:

Intro to Stalin

Agenda 9/6:

1. Students read a series of quotes about and by Joseph Stalin. 
2. I began to give a lecture about the Russian Revolution and Stalin's rise to power [below]. Here are my notes.
3. Students began reading from the Pearson text. Here are the reading questions for Chapter 4.1

HOMEWORK:

Make sure to get the Pearson text and bring to next class

Russian Revolution and Stalin:

Welcome to IB 20th Century World History

Welcome to the class blog for IB 20th Century World History. Make sure to bookmark this page as it will be a helpful resource for your throughout the year.

First Week Agenda:

1. Machiavelli and Leadership Traits
2. Political Spectrum Test
3. Intro to Fascism vs. Communism
4. Course Syllabus

Thanks Everyone!

Thanks ya'll for a wonderful year. Best to all of you. Go forth and be critical, never cynical!

P2:



P4:

IB Exam Resources

The IB History Exams are taking place Tuesday and Wednesday, May 8-9. Here are some resources to help you study.

• clevelandibhistory.blogspot.com - A bunch of mini-essays about a variety of HOTA (Paper 3) topics.
• Old selection of brief HOTA topic papers
• Crash Course - a good way for quick review.

Paper 1 (Japanese and German Expansion):
Guide to Paper 1

Paper 2 (20th Century Topics):
Guide to Paper 2

Paper 3 (HOTA Topics):
Paper 3 Sample Test
Paper 3 Topics and Objectives - Use this to study. You might want to focus on 2-3 units

QUIZ: Cause and Effects of 20th Century Wars

There will be a quiz next Wednesday 5/2. You will be required to answer two of these prompts. There will also be a document analysis portion on the quiz.

Prompts:

• Evaluate the role of technology in prolonging WWI.
• Examine (Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue) the role of ideology in causing the Korean War.
• Analyse the reasons for the United States’ involvement in Vietnam between 1953 and 1965. 

Perspectives on Vietnam

Agenda 4/26:

1. Make a double t-chart in your notebook that looks something like this. 
2. Read the handout with the excerpt from the North Vietnamese textbook and fill in your chart.
3. Read the article, The Vietnam War, As Seen by the Victors and fill in your chart.
4. Listen to this podcast, Good Guys, Bad Guys. Fill in your chart.
5. Use what you know from class to complete the column for the Americans.
6. Turn in your chart.
7. If there is time, complete the reading questions from Keylor and turn in.

The Vietnam War, cont.

Agenda 4/16-18:

1. I gave a lecture about events before, during and after the Vietnam War. Here are my notes.
2. Students took a quiz over the vocabulary terms for the Korean and Vietnam Wars.
3. Students participated in a 1965 Moment of Decision role play, making suggestions for the policy the United States should follow in in Vietnam.

The Vietnam War:

The Vietnam War

Agenda 4/9-12:

1. I introduced the Vietnam War, explaining it was multiple war: French vs. Vietnamese, US vs. North Vietnam, North vs. South, and part of the Cold War.
2. Students watched a clip about French colonialism in Vietnam [below]. 
3. Students role-played the French and Vietnamese at the moment of the Vietnamese Declaration of Independence in 1945. Both sides were trying to persuade Truman and the US to follow a certain course of action.
4. I began a lecture about the Vietnam War and the escalation of the US presence [below]. Here are my lecture notes.
5. Students answered questions from the Keylor text an completed a map of Vietnam.

Roots of War - [watch first 20 minutes]:

Vietnam Lecture:

The Korean War - Truman's Decision

Students wrote short scripts about President Truman's decision to get involved in Korea. Students used theses documents to write their scripts.

Document 1 - Notes on Meeting in Cabinet Room at the White House
Document 2 - Minutes from June 27, 1950 Meeting at the White House
Document 3 - UN Resolution 83

The Korean War

Agenda:

1. Students read a selection from the Keylor text about the Korean War, answering questions. They also labeled a map with major events from the war.
2. Students watched a the first part of a documentary about warfare during the Korean War [below].
3. Here are the vocabulary and prompts for Korea.

20th Century Battlefields: The Korean War

The Paris Peace Conference

Agenda 3/19:

1. Students participated in a simulation of the Paris Peace Conference, representing one of the "Big Four" countries - Italy, US, France, Great Britain. They learned about and share these country's visions for a postwar world and drew maps of Europe illustrating their country's position.
2. Students read pages 65-75 in the Keylor text.
3. Students read excerpts from the Treaty of Versailles, learning about the harsh conditions placed on Germany.

DUE:

There will be a WWI vocab quiz on Friday. Here are the terms.

The Paris Peace Conference Mapping:

WWI

Agenda 3/13-15:

1. Students examined panels from the book The Great War by Joe Sacco. Students looked for examples of total war.
2. Students wrote a group paragraph answering the question: Analyze and assess how advancements in technology impacted the battlefield in WWI.
3. Students listened to the song One by Metallica, based on the antiwar book Johnny Got His Gun
4. Students watched clips from the film War Horse depicting changes in warfare during WWI.
5. Students began viewing a slideshow on WWI [below].
6. Students looked at the Paris Peace Negotiation from the perspective of people who attended the post-WWII conference.

WWI Slideshow:

War Horse - Cavalry Charge:

Japanese Expansion

Agenda 2/27:

1. Students graded Paper 1 practice exams, familiarizing themselves with the examiner scoring guide.
2. Students participated in a mixer activity featuring key terms and vocabulary from Japanese expansion. They filled in some of the unit vocabulary during the activity.
3. I gave a brief presentation about the motivations for Japanese expansion [below]. Here are my notes.
4. Students watched the first 12 minutes of the film Road to War: Japan.

Japanese Expansion:

Road to War: Japan:

Italian Expansion

Students completed Paper 1 practice exams focusing on Italian Expansion. After, I began discussing Japanese Expansion.

Mussolini

Agenda 2/9-12:

1. Students were given the vocabulary for Italian Expansion.
2. Students started learning about Benito Mussolini and the Fascist party in Italy. They read an article about the Italian Fascists use of violence as a means to gain power. 
3. Students then listened to a podcast (start around 19:30). They took notes from both of these activities using this worksheet.

Mussolini:

Hitler Quiz

There will be a quiz on Hitler on Thursday, February 8th. You will be responsible for answering two of the following prompts at random. There will also be a document analysis section

• 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.
• Evaluate the ways in which Hitler was able to consolidate his rule between 1933 and 1938.
• Discuss the reasons for and impacts of German expansion.

Hitler, WWII, and The Holocaust

Agenda 1/31-2/2:

1. Students viewed a series of slides showing events from 1933-1945 [below]. Here are the corresponding captions.
2. Students watched several clips from the film Schindler's List and looked at several animated maps from the United States Holocaust Memorial Museum website.
3. Students read about the Treblinka death camp.
4. Students began watching the film, The Pianist.

1933-1945:

The Holocaust:

Final

On the day of the final, students will take a vocabulary quiz on key terms dealing with Hitler. Here are the terms.

Hitler: Domestic Policies and The Opposition

Agenda 1/18:

1. Students learned about domestic policies under Hitler, making posters and presenting their findings to class.
2. I gave a presentation about the nature, extent, and treatment of the opposition to the Nazis. Here are my notes. 

Opposition to the Nazis:

Hitler: Consolidation of Power

Agenda 1/11:

1. Students read a excerpt from the book Human Smoke about events in Germany leading up to WWII.
2. I gave a brief lecture about Hitler's role a chancellor and the Nazi government takeover. Here are my notes.
3. Students read an article about the Night of the Long Knives.

Hitler: Consolidation of Power: