Course Syllabus

HOT TAKE OF THE WEEK

Read, listen, learn - Link to Resources. Send me questions, send me resources you like or want to know more about - I'll do what I can to help you.  

Wrap Up to Year-End Synthesis

1. In small breakout groups each of you will share out the basics of your project.

• State your insight (central claim)
• Describe the sources you used ("document 1 came from...I used it because...")
• Actively listen to one another.
• Goal - to come to a conclusion as a group - is there a way to blend all of your insights (central claims) to answer our question: What is your most important insight about individuals, ideas, movements, peoples, and/or nations in modern world history based on what you’ve learned this year?
• Be prepared to share this with our larger class.  

2.  Wrap Up - me getting emotional & saying have a good summer.

Weds, June 3rd

• Your Insight idea

• Initial ideas about document selection

• Completing the Graphic Organizer

• Moving into document selection

• Beginning excerpt selection

Lesson for Monday, June 1st

Agenda

• Go over feedback on final versions of totalitarian claims teams.  
  • Those that were most successful were narrowed in their central claim.  Often also they used tighter vocabulary to convey their points, meaning, characterizing what type of power, or other descriptors that placed the central claim within very clear parameters for the reader (I knew where you were going).
  • Some of you had great ideas that needed to be flushed out more (see above comment)
  • Sometimes there were subclaims that were stronger than the central claim. Before you hand in any final draft of an essay, etc, read through your subclaim and see if it does make more sense to switch them out (move them around).  Sometimes, after you've written your central & subclaims you're able to see the whole picture better (so always look!).
  • Some of you are still stuck in the observation stage and need to include a conclusion/commentary with your observation.  This would get you away from listing items in your central claim.
  • Some of you aren't following the correct formatting for writing in the social studies.  Regardless if you think its stupid or dumb, a central claim is a single sentence, each subclaim is a single sentence.  When you disregard the structure, your point/argument gets lost.  
• Introduction to final synthesis.
  • Modern World Final Synthesis Document 

Lesson Weds, 5/27

Focus:

• What was the historical context of the Cold War after 1945?
• What were the causes and effects of the ideological struggle of the Cold War?
• To what extent can we compare the ways in which the United States and the Soviet Union sought to maintain influence over the course of the Cold War?
• What is globalization & why should we know about it?

Agenda

• Go over 3-2-1 google form.
• Reminder to complete Canvas assignment on the Cold War. 
• Wrap Up Cold War
  • Pay attention to the changes to life in the Soviet Union.
  • Watch - Fall of The Soviet Union Explained In 5 Minutes
• Intro to Globalization - read “What is Globalization”
  • How does this article connect to what you’ve learned about the Cold War?
• Explain & start HW: locate and post to Canvas a primary or secondary source that showcases globalization. In your post, you are also to EXPLAIN why you think the source is a good example of globalization. Include where the source is from as well. The database that I recommend you use is Gale, Global Issues in Context on the Wellesley Library Databases Page A-Z.  DO NOT SEARCH GLOBALIZATION, instead I suggest you search a multinational corporation (as listed in the article or on this list - List of multinational corporations) or other terms that were identified in the article (like inward investment, LEDCs, TNCs, MEDCs, the WTO) or look for examples of the positives & negatives listed in the article.  I would like this all to be posted by next class, Monday, June 1st. 
  • Reminder - a primary source is an artifact, document, diary, manuscript, autobiography, recording, or any other source of information that was created at the time under study. It serves as an original source of information. A secondary source can describe, summarize, or discuss information or details originally presented in another source; meaning the author, in most cases, did not participate in the event

Lesson Weds, May 20th

Focus Questions

• What was the historical context of the Cold War after 1945?
• What were the causes and effects of the ideological struggle of the Cold War?
• To what extent can we compare the ways in which the United States and the Soviet Union sought to maintain influence over the course of the Cold War?

Agenda

• Go over HW
• Fill out 3-2-1 google form
• Read the NPR article & be able to discuss the different views (arguments for/arguments against) of the usage of the term “Third World” AND I want you to decide what you think the main point (central claim) of the article is. 
• NPR Article

• Watch the video on the continuation of the Cold War and take notes on terminology.
• Video: Crash Course 

HW: Respond to the following reflection questions as a text entry on Canvas. The assignment is labeled “Cold War Reflection”. Go to assignments on Canvas and it should pop up.  You don’t need to write right away, you have time to decide what you want to say.  I will be looking for the extent to which you answer the questions (is it clear you completed the work and were thoughtful in your responses). 

• How did the 2 readings regarding the legacies of the Cold War expand, confirm, challenge, or contradict your previous understanding of the terms “First,” “Second,” and “Third” Worlds?
• What was one argument and/or idea that stood out to you? Why?
• What is the largest takeaway from both the article and the crash course video? Elaborate/explain.

Lesson Monday, May 18th

Focus Questions

• What was the historical context of the Cold War after 1945?
• What were the causes and effects of the ideological struggle of the Cold War?
• To what extent can we compare the ways in which the United States and the Soviet Union sought to maintain influence over the course of the Cold War?

Agenda

• Go over hw.
  • Consider battles, actions, impacts, etc.  
  • What is this post-war world? What's different? What's the same? Why does it matter?
  • Break it down by PRIMES
  • How was WWII unique in its enormity?
  • In the size & scale(in the range/what it reached/spread to)?
  • What values won the war? (so who were the winners & thereby what values/ideas won)
  • What values that lost the war? (who who were the losers & thereby what values/ideas lost)
  • What  changed in the world because of WWII?
  • Particular points of interest in the article?
• Friendly reminder of conflicting ideologies of U.S vs. the USSR.
  • Capitalism vs. Communism/Socialism
• Communism vs. Socialism: What's The Difference? | NowThis World- Start during class & finish for hw - read the Cold War Context reading and make a copy of the graphic organizer to fill out as you read. 
• • • PDF Reading: Appendix II - Cold War Context.pdf
    • Graphic Organizer 
      
      • PDF Reading: Appendix II - Cold War Context.pdf
      • Be warned, you’ll need to have up dictionary to look up words. 
      • Graphic Organizer 

      HW: Complete the Cold War Context reading and make a copy of the graphic organizer to fill out as you read. 

Lesson Monday, May 11th

You will be working independently for class tomorrow, May 11th.  I will be on my email if you have any questions.  During class on Monday, May 11th and for hw for Weds, May 13th you are to look further into the 3 things you found interesting AND you are to attempt to answer your question. Your goal is for you to be able to have a conversation about based upon your topic/research. You will be placed in a small group with other students who researched a topic that has parallels to your own.  You should be prepared to do the following.  On Weds morning, you’ll get your group & your assigned time. BE ON TIME! I can’t recreate the groups if you miss your time slot (unless there is an emergency obviously).

In your group you will be asked to:

1. Each student will share what they’ve learned. For example “I looked into….and I learned that…about WWI”.
2. As each student is sharing out, you are to be actively listening to one another so that you can find connections among the information. Consider themes/patterns about war, battles, leadership, experiences of civilians, technology, weapons, etc.
3. As a group, I will be looking to hear you synthesize your information - meaning, what story about WWII does the information you’ve heard tell?  

Please fill out the appropriate google doc for your class below TODAY.

Orange Block

Yellow Block 

Reminder about how to do/get to research:

Go to the WHS Databases Page and select EITHER ABC-Clio or Gale World History in Context (you’ll have to scroll to the bottom to find it).  In ABC-Clio, be sure to select the correct/most relevant of their databases.  So, if I were you, I’d scroll down a bit once you’ve gotten to ABC-Clio and read through the options.  “World at War” or “World History: The Modern Era” will probably be your best options. Once you are in any of the databases, you are to look further into the 3 things you found interesting AND you are to attempt to answer your question.

HW: Be prepared to discuss your research - see details above. 

Lesson Weds, May 6th

Focus Questions:

• How did each country involved have their own moral/ethical issues?
• According to the video - why should we not glorify war?
• How was War World Two different from World War One?

Agenda

• Discuss video.
  • Consider: battles, location of battles, treatment of civilians, etc.
• How did each country involved have their own moral/ethical issues?
• According to the video - why should we not glorify war?
• How was War World Two different from World War One?

• Explain “rest of class”/hw

Research Activity:  BBC - History: World War Two

On this page you are to click on any of the topics of your choice between “Blitzkrieg” & “Victory in Europe & Japan”, DO NOT CHOOSE THE FIRST OR LAST TWO.  The first topic gives you an overview of the war if that will help you place your chosen topic within the timeframe of the war.  Because you have a choice, select a topic that you are comfortable reading about & are interested in (you may want to click through & read a few to see).  Once you have chosen a topic and read the pages in it, you are to:

1. Write down 10 facts you learned: again, you choose the facts that you found the most interesting.  Try to vary your facts between the different battles/experiences listed in your topics.  These facts should represent what you have learned.

1. Write down 3 things that you found interesting enough that you’d  like to learn more about it.

1. Lastly, write out one question you still have about what you read.

*I suggest you do the above as “Class Work”/some hw.  

Lesson Monday, May 4th

• Go over claims due date, how they’ll be assessed, etc.
• Your claims are due Weds May 6th by midnight.
• Your claims teams will be measured on the extent to which you attend to the competencies below.  So that means, you will earn a complete/incomplete for this assignment if you hit the competencies below . Consider the number of  completes  that you earn as a guarantee that you Pass the term.   
• I have either underlined or bullet points below each competency so you can see how it applies to this assignment.
• Reminder: a competency (as I have defined for us)  is the capability to apply or use related knowledge, skills, and abilities that you’ve gained over time to successfully perform your school work or tasks. 

Competency 1

You demonstrate understanding of historical content using accurate and relevant details to support main ideas.  This includes justifying claims, personal insights, and/or connections to other contexts.

Competency 2

You are prepared and ready to work. You demonstrate intentional (on purpose) and deliberate (with care) decision-making.  There is a match between what/how you communicate and your audience.

• You uploaded your work timely and/or communicated with me about your work via email or office hours. 

Competency 3

You demonstrate META(cognitive) skills by reflection on process, progress, and/or product.  This includes, but is not limited to, identifying strengths/weaknesses, growth over time, gaps in knowledge, and the type of learning that took place (expand, confirm, challenge, contradict).  

• You were receptive & responded to feedback while maintaining your voice. 

Agenda

• WWII - watch The Second World War, answer the following as you go:
  • Consider: battles, location of battles, treatment of civilians, etc.
• How did each country involved have their own moral/ethical issues?
• According to the video - why should we not glorify war?
• How was War World Two different from World War One?

Lesson Monday, 4/27

Focus:  

• How did the totalitarian leaders in the interwar years rise to power?  What was similar about how they rose to power?

• What was similar about life in their totalitarian states?

Agenda

• Go over hw
• Explain assignment
• Assignment due Monday, May 4th (upload to canvas).  
• Explain weds class (check in on assignment).
• Plan is to keep people in the waiting room & talk to one at a time. If you want we can wait to talk during my office hour on Thursday between 4-5.  

Interwar Years Claims Team Assignment (it will appear in your Assignments)

The goal is  for you to write a claims team that compares/contrasts the rise and/or  maintenance of power of 3 of the 4 totalitarian nations that we’ve studied: the USSR, Japan, Italy &  of Germany.   I recommend that you pick a lens through which you will analyze either the environments in which our totalitarian leaders came to power, how the leaders rose to power or how they maintained  power.  Your options for your lens is P.R.I.M.E.S.  That means you are to pick ONE of the letters that you focus your claims team around.  

*For clarification, you do NOT need to compare/contrast all 4, you can select 2, 3, etc.  You must have at least 2 included. 

Requirements

• A central claim that is a single sentence with one idea that that has reasoning and that answers the question.  Your central claim should not include details;  specific details are offered within the body paragraphs. This should be the first item on the page and labeled “Central Claim”.
• 3 sub-claims. EACH subclaim should help answer the question while being distinct from the other sub-claims.  You are to label each of the your subclaims, “Subclaim One”...

Examples of Central Claims & Sub-Claims

 Question

How did the empires of Alexander the Great and Rome compare/contrast?

 Central Claim - Not Great

There are many similarities and differences between the empires of Alexander the Great and ancient Rome. 

Better Central Claim

The Roman Empire outlasted the empire of Alexander the Great because the Romans established effective administration to rule, tax, and protect the provinces, whereas Alexander failed to provide lasting and durable bureaucracies to facilitate the continuation of his empire.

Why is the second one better?

The first central claim is too general and simply rephrases the prompt. It does not answer how or why the empires are similar or different. The second central claim offers a more specific and debatable answer. More importantly, the second central claim offers greater direction for how the argument will be laid out throughout the paper. 

*Follow my outline of how to create subclaims from these central claims.

Lesson Weds, 4/22  - Japan in the Interwar Years

Focus: 

• How did Japan create a totalitarian state?

Agenda

• Go over any questions from hw & questions about the hw: 
  • Why are the problems that Japan faced in the 1920s so problematic? How do they compare to the totalitarian gov’ts of Italy, the Soviet Union & Germany?
• Optional - in case you want to know more about the world impact of Great Depression
  • The Great Depression in Global Perspective Rdg.pdf
• Video The Rise and Fall of the Japanese EmpireWe are going to watch this in chunks.  While watching, you are to take notes on the following:
  • • Actions of Japan depicting militarism
    • Actions & reasoning in Japan of right-wing groups (how they are viewed too).
    • How Japan treats & views other nations (China, the West - U.S, UK, etc).
    • The relationship between the people & gov’t (individuals & emperor).
• These are the times that you are to watch:
  
  • 10:13-21 minutes - (equals to 11 minutes roughly)
  • 24:30-30:05 minutes - (equals to 6 minutes)
  • 34:40-39:43 minutes - (equals to 5 minutes)
•  We are going to reconvene to discuss these questions before the end of our class time.  So be back onto our zoom in 30 minutes (I’ll tell you the time depending on when we begin).

Weds 4/15 Class - Comparing Totalitarian Leaders

Interwar Years Reader 2020.pdf

Focus:

• How did the totalitarian states of Germany, Italy and the USSR compare?

Agenda

• • Comparing totalitarian leaders:
    • BTWS - I will be checking in on this work within the next 30 minutes to ensure it gets done before you move on.  

• You will be assigned one of the 5 letters of PRIMES, for that letter, you have to add into the chart how either Mussolini or Stalin compared to Hitler.  Each title of the chart in your class’s document is a link to another document that you will write in. I have copied & pasted the information of that chart into the docs so that you will continue to work off of them.  Your names are listed under your class doc below. You are to work on the assigned leader I’ve given you. You will need to go through your notes or go to the modules we did before we left school.   
  • Orange Doc
  • Yellow Doc
• Start Japan in the Interwar Years (this is where your independent work begins).
  • According to this video, how can we explain that Japan grew more and more militaristic?
  • Reminder - Militarism:  the belief or desire of a government or people that a country should maintain a strong military capability and be prepared to use it aggressively to defend or promote national interests.
  • How does the growth of Japanese militarism compare to the rise of totalitarian leaders in Italy, the Soviet Union or Germany? (Mussolini, Stalin, Hitler).
• Political cartoon analysis pg. 67 “The Real Trouble will Come with the Wake”.  Write in reader or on a separate sheet of paper if you lost the reader.  The reader is posted as a pdf at the top of this lesson. 
• The Era of Modernization in Japan  - 8:04 minutes.

Monday Lesson - 4/13

Interwar Years Reader 2020.pdf

Class 1 - Review from before we left school...

Focus:  

• Who were totalitarian leaders in the interwar years & what was similar about how they rose to power?

• What was similar about life in their totalitarian states?

Agenda - I'll go over it and then you will do it on your own. I recommended you do so for the remainder of our "class" period. 

• • Review of Mussolini & Stalin. 
    • Watch Mussolini:  mFrom Socialist to Fascist - Benito Mussolini in World War 1 I WHO DID WHAT IN WW1? - About 10 minutes.  
    • Watch Stalin: 
      • The Rise of Stalin in the Soviet Union - a little over 5 minutes.
• Watch:  Hitler's Rise to Power: 1918-1933 - 9:12 minutes.
  • As you watch try to come up with 2 ways that Hitler’s rise to power compares to that of  Mussolini and/or Stalin (so that implies that you can say how it's different too).
• Read pgs. 54-63 in your reader - starting now & finishing for hw.  You are to post 1 way that Hitler created a totalitarian state in 3 of the 5 of the categories listed below. If you see that a category has less than others, please add to that one.
  • • Politics
    • Religion
    • Military
    • Economics
    • Social/Society

HW: Complete whole reading (pgs. 54-63) of how Germany was a totalitarian state & post in your class’s document below.   

• Orange Block - How Hitler Created a Totalitarian State
• Yellow Block - How Hitler Created a Totalitarian State