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: