1948 War

Agenda 2/26:

1. Students read the last six pages in Fraser, focusing on the events surrounding the 1948 war.
2. Students watched a 10 minute clip from the film The 50 Year War, from 21:30 - 32:00.
3. Students read an excerpt from the graphic novel, Footnotes in Gaza. It focusing on the plight of refugees.
4. Students analyzed a series of documents and made maps of the results of the war.

HOMEWORK:

Chapter 1 Briefings - DUE - Now

Shifting British Support of Arabs and Jews

Agenda 2/24:

1. I reviewed the prior class, noting how the British had made a series of "incompatible promises" to Jews and Arabs in Palestine.
2. Students took notes about a series of events and categorized them as helping either Jews or Arabs [below].
3. In pairs they then read about the UN partition of Palestine from Jewish and Arab perspectives. 
4. To end, they watch the first 10 minutes of the documentary The 50 Year War to review.

HOMEWORK:

Intro and Chapter 1 Briefings from Fraser - DUE - Friday 2/26

"Incompatible Promises"

The 50 Year War:


Jewish Organizations:

Palestine Before 1948

Agenda 2/18:

1. Students analyzed a series of documents. They took notes using a t-chart. The chart was labelled: Statements in Support of Arabs   |   Statements in Support of Jews. Afterwards they answered several comprehension questions [see below]/
2. Students watched a clip [approx. 9:00 to 30:00] from the film Promises and Betrayals. 

HOMEWORK:

WWII / Holocaust / Schindler's List RAFT - DUE Monday 2/22

The Arab Israeli Conflict Chapter Briefing - Intro - DUE Monday 2/22

Arab Israeli Conflict

Agenda 2/16:

1. Students began learning about the Arab Israeli conflict. They started reading from Fraser, The Arab-Israeli Conflict and were introduced to the chapter briefings they will complete for the first four chapters.
2. Students labelled maps of the Middle East.

HOMEWORK:

Internal Assessment - DUE - Thursday 2/18

WWII / Holocaust / Schindler's List RAFT - DUE - Monday 2/22

Fraser Chapter Briefing - Introduction - DUE - Monday 2/22

Hitler Quiz - Feb. 11th

QUIZ PROMPTS: You will answer ONE of the following prompts.

• Evaluate the ways 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.

HOMEWORK:

WWII/Holocaust RAFT - DUE - 2/22

The Road to WWII

Agenda 2/1-3:

1. Students learned about opposition and resistance to the Nazi's [below]. Click here for teacher's notes.
2. Students watched a lip from the film World at War [beginning at 22:00], taking notes about events in Germany that led to WWII. Students focused on: The Saar plebiscite, re-militarization, reoccupation of the Rhineland, Anschluss, The Munich Pact, the Nazi-Soviet Pact, and the invasion of Poland.
3. Students then viewed a series of photographs [below], analyzing them and reading the captions aloud as a class.
4. Students watched a short presentation about WWII and the Holocaust and began watching Schindler's List.

HOMEWORK:

IA - DUE - Feb. 18th

Opposition and Resistance to the Nazis:

WWI Photos:

Nazification of Germany

For the past few lessons, students have been learning about the consolidation of Nazi power and influence over society after Hitler's ascension to Fuhrer.

Activities:

1. I explained the leadership and organization of the Nazi government [below].
2. Students read two articles about the Night of Long Knives.
3. Students watched clips from the Nazi propaganda film Triumph of the Will, analyzing it for its propaganda techniques.
4. Students learned about the domestic policies of the Nazis. They focused on Women, Youth, Religious Institutions, Arts and Culture, and Minorities.

HOMEWORK:

IA Final Draft DUE - February 18th

Nazi Organization:

Triumph of the Will:

Domestic Polices of the Nazis:

Nazi Consolidation of Power

Agenda 1/13-15:

1. Students analyzed a series of documents from Nazi Germany between 1933-1935. They used these the summarize the Nazi consolidation of power.
2. After, I began to explain the organization of the Nazi government and terror apparatus [below].

HOMEWORK:

IA Complete Paper DUE 2/18

How did Hitler gain power and support?

Agenda 1/11:

1. Students completed and discussed the Nazi's 25 Point Program and German election results from 1919 to 1933.
2. Students examined two claims: "Hitler victimized the German people" and "The German people enabled Hitler to take power".
3. Students looked at an article and series of documents, collecting evidence on one of the above claims.

HOMEWORK:

Internal Assessment Parts A,C,F - DUE Wednesday 1/13

1933 Weimar Election Epilogue

Internal Assessment

The past two classes, students have been working on their internal assessments. Students developed research questions (per 2, per 3) and practice scoring sample papers.

The next due date for the IA is Wednesday January 13th. Students should turn in a draft of parts A,C, and F.

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