QUIZ: Castro

There will be a quiz over the Castro unit on Friday 12/1. 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 either The Bay of Pigs Invasion or Cuban Missile Crisis.

The Bay of Pigs and Cuban Missile Crisis

Agenda 11/16:

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.

Early Reforms and the USSR

Agenda 11/14:

1. Students read pages 68-73 in Pearson focusing on the costs and benefits of Castro's regime in the early 60s. 
2. Students also identified major events that helped solidify the Cuban-Soviet relationship.
3. Lastly, students analyzed a series of documents preceding the Bay of Pigs invasion and prepared brief presentations from their group's perspective to the John F. Kennedy group, recommending different actions in dealing with Castro.

DUE: 
Castro Vocab Quiz - 11/16

To the Cuban Revolution

Agenda 11/7:

1. Students learned about Fidel Castro's imprisonment after the failed attack on the Moncada barracks. They read excerpts from his book, History Will Absolve Me, highlighting problems and solutions identified by Fidel Castro.
2. Students read Pearson pgs. 60-63 about the Cuban Revolution, keeping track of Batista's Weaknesses and the Rebel's Strengths on a t-chart.

Mao Quiz and Intro to Castro

Agenda 10/28-11/6:

1. Students took a quiz on Mao.
2. Students began looking at Cuba. I gave a brief lecture about the Spanish-American war and events leading up to the Cuban Revolution [below].
3. Students participated in a mixer activities about different people involved in Cuban history.
4. Students learned about pre-Revolution Cuba, reading this article.

Cuban Revolution Context:

Mao: Foreign Policies

Agenda 10/27:

Students read about foreign policies under Mao. They made posters and gave brief presentations explaining the event and evaluating the impacts of success or failures on Mao's maintenance of power. After, they read an article about Mao swimming with Khrushchev and the Sino-Soviet split.

DUE:

Mao Quiz 10/31

Share Your Knowledge Assignment 10/31

The Cultural Revolution

Agenda 10/23-25:

1. Students read an article about the Cultural Revolution.
2. Students watched a clip from China: Century of Revolution [below].
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?

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

Mao QUIZ

There will be a quiz over our unit on Mao. Tentatively, the quiz is scheduled for 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 1967, Mao’s economic planning was a total disaster.’ To what extent do you agree with this view?
• In what ways did Mao try to use education to support his regime?
• By what methods, and with what success did Mao Zedong try to eliminate domestic opposition?
• What was the impact of Mao’s domestic policies on women in China?
• Evaluate the impact of successes and failures of foreign policies on the maintenance of power in China under Mao's leadership.

Communes and The Great Leap Forward

Agenda 10/17-19:

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.

100 Flowers:

The Long March and Antis Campaigns

Agenda 10/6:

1. Students reviewed the events of the Chinese Civil War, reading pages 153-156 in the Pearson text. Students watched a film clip about the Long March and war between the Nationalists and Communists. Students made a t-chart:    GMD Weaknesses     |      CPC Strengths 
2. 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.

The Long March and Civil War:

Intro to Mao

Agenda 10/2-4:

1. Student took the quiz over Stalin.
2. I handed out Pearson reading questions and vocabulary for Mao.
3. I gave a brief lecture about the fall of the dynastic system in China, explaining some of the conditions that produced Mao.
4. Students participated in a mixer activity about people relevant to Communist China.
5. Students watch a clip from China: Century of Revolution, focusing on Mao's appeal to peasants and the Long March of 1934.

Fall of Dynastic China:

Long March:

WWII and resistance to the USSR

Agenda 9/26-28:

1. Students were given the reading questions for Pearson 4.3 and 4.4. Turn these in for points.
2. Students learned about the involvement of the USSR in WWII [below]. Here are my notes.
3. Students watched an animation about the casualties of WWII [below].
4. Students learned about different moments or resistance during the early part of the communist regime. Here are the materials.

WWII and the USSR:

Fallen of WWII:

QUIZ: Stalin

There will be a quiz over Stalin  Monday 10/2. You will answer TWO of the following prompts at random.

• Identify and explain the conditions 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 collectivisation 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
• How did Stalin use propaganda to control the Soviet Union?
• Describe the involvement of the USSR in WWII.

Great Terror, WWII, and Foreign Policies Under Stalin

Agenda 9/22-25:

1. 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
2. Students listened to a podcast about Stalin and took notes using this worksheet.
3. Students watched parts of Declassified: Stalin [below].
4. I gave a brief lecture about the involvement of the USSR in WWII (this can be found in Pearson 4.4).
5. Students read a speech given by Nikita Khrushchev condemning Stalin. Students then analyzed the document using an OPCVL protocol.

DUE:

Great Terror: Show Your Knowledge - Now
Pearson reading questions 4.3,4.4
Quiz - Monday 10/2

Declassified: Stalin

Podcast:

The Great Purge, Red Terror, Show Trials

Agenda 9/20:

1. Students finished presenting 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."

The Great Terror:

The First 5 Year Plan and Ukrainian Famine

Agenda 9/18:

1. Students reviewed the documents about collectivization 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.  

Stalin's Rise to Power

Agenda 9/12:

1. Students drew diagrams of the structure of the Soviet Government and Politburo in the 1920s. I explained how Stalin used his position as the General Secretary of the Communist Party to influence leadership of the country. This was a review of 4.1 in the Pearson text.
2. Students analyzed a series of documents about collectivization under Stalin and its effects on the Ukrainian population.

Agenda 9/8-12:

1. Students read a series of quotes attributed to Stalin.
2. Russian Revolution presentation [below]. Here are my notes from the lecture.
3. Students participated in a mixer, learning about people affected by Stalin and his actions as leader of the Soviet Union.

DUE: Read Chapter 4.1, 4,2 in Pearson. Here are the reading questions you may turn in for points.

4

Intro to Stalin

Agenda 9/8:

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.

HOMEWORK:

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

 

Russian Revolution and Stalin: