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

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.