3/27-3/31 - Day 4

QOD: 

How did the Axis Powers extend their land/territory up to 1942? What methods did Germany (and Japan) use to gain power?

Agenda: 

1. QOD
2. Notes on Pacific Front 
3. --> Total Warfare 

Objective [Students will be able to...]: 

1. Identify three factors that made the Pacific Front different from the European Front 
2. Describe THREE turning points in fighting WWII

HW: 

4. “The Allied Victory - European Front” - ch 32.4 PART I  (pg 1886 – 1894)

Summarize: How did the US mobilization impact the Allied War effort?

Using Specific Support: Describe the cost to the Axis Powers of the Allied Victories in the second half of World War II.

Expand: How was the surrender ending World War II in Europe different from the surrender ending World War I in Europe? Predict how that might impact the peace process and post-war relations.

Terms to Know:

Battle of El Alamein                        Battle of Stalingrad      Invasion of Italy          Production       Rationing Propaganda                         Japanese Internment in USA    Battle of the Bulge       V-E Day - German Surrender        Examine Video - page 1894 - Battle of the Bulge

Examine Video - page 1918 - Air War over Germany

3/27-3/31 - Day 3

QOD: 

How did Operation Sea Lion/Battle for Britain influence the Axis Advance at the beginning of war?

Agenda: 

1. QOD
2. Finish Axis Advance + Maps 
3. Allied Response/Homefront 

Objective [Students should be able to...]:

1. Explain the reasons for the expansion of the Axis Powers
2. Map the extent of Axis control on a world map 
3. Extrapolate what the map shows about the Pacific Front 

Homework: 

3. “Japan’s Pacfic Campaign” ch 32.2 (pg 1867 - 1874)

Summarize: How did Japan begin their role in global warfare?

Using Specific Support: How did Japan eliminate threats to their power in the beginning of the war?

Expand: What would make war tactics in the Pacific Front different from the European front?

Terms to Know:

Admiral Isoroku Yamamoto             Pearl Harbor    Japanese Victories across Asia            Philippines      

Battle of Coral Sea – Australia          Battle of Midway         “Island Hopping” strategy       

3/27-3/31 - Day 2

QOD: 

USING "If You Give a Mouse a Cookie" for reference...

Create a 4 Step progression - in chronological order but not necessarily the order we did in class yesterday of appeasement. For example "If you give Japan the Manchurian territory..." etc.

Finish with a "Moral of the Story" of Appeasement. This SHOULD go in your QOD Notebook. 

Agenda: 

1. QOD
2. Axis Advance Notes 
3. Map Estimation - Good Reference Site

Objective: [Students will be able to...]

1. Put the events of appeasement into WWII in the correct order
2. Explain in their own words why nations would pursue a policy of appeasement. 
3. Be awesome. 

Homework: 

3/27-3/31 - Day 1

QOD: 

Can you believe it's March 27th? What is happening? 

In your opinion: How did the rise of dictators lend itself to a rise of conflict between European states/nations? 

Agenda: 

1. QOD
2. Appeasement Notes
3. Comic?  

Objective: [Students will be able to...]

1. Put the events of appeasement into WWII in the correct order
2. Explain in their own words why nations would pursue a policy of appeasement. 
3. Be awesome. 

Homework: 

2.  “Hitler’s Lightning War” ch 32.1 (pg 1855-1864)

Summarize: How did World War II begin?

Using Specific Support: Describe the tactics used to gain control over different territories in the European takeover by the Axis Powers.

Expand: Why were the Axis powers at an advantage over the Allied Powers at the beginning of WWII?

Terms to Know:

Invasion of Poland      Blitzkrieg         Maginot Line   Invasion of France                               Vichy Government            Charles de Gaulle        Winston Churchill       

Royal Air Force (RAF) vs. Luftwaffe              Battle of Britain           North   Africa Campaign         Operation Barbarossa - Invasion of Russia          Siege of Leningrad       Atlantic Charter

Examine video - page 1860 - Churchill

Examine video - page 1852 - African Front

3/20-3/24 Day 2

GRADED DISCUSSION PREP DAY

This is your time to prep for Day3/Day4's Graded Discussion 

Make sure that you utilize a wide-variety of sources/examples. On the extension question - try to prepare multiple viewpoints. Challenge yourself to view events from multiple perspectives and present questions/concerns...even ones that conflict with your initial thoughts. 

- This prepares you to better participate in open discussion. 

Historical Document Links: 

Propaganda Documents

Indoctrination Documents 

Terror Documents 

3/20-3/24 Day 1

Rise of Dictatorships Quiz/Test

Hand in your Homework + Giant Organizer 

QOD:

• Take out the GIANT organizer...NO QOD 

Agenda: 

1. Propaganda Articles - Blue Class ONLY 
2. Review Examples - Indoctrination / Police Terror / Propaganda 
3. HW work time 

Objective: 

• Analyze examples of propaganda for their audience, objective and method 
• Connect historical examples of propaganda to modern examples of propaganda used by governments. 
• Apply the concepts of Indoctrination, Propaganda and Police Terror to examples from beyond their country of evidence 

Homework: 

GIANT ORGANIZER + READING NOTES

QUIZ ON MONDAY 

3/13-3/17 Day 2

QOD:

• Take out the GIANT organizer...
• On your QOD Page: How did Propaganda influence citizens during WWI? 

Agenda: 

1. QOD
2. Video -- Organizer 
3. Propaganda Articles 

Objective: 

• Identify and describe ways that Hitler's Nazi Party consolidated control in Germany 
• Analyze examples of propaganda for their audience, objective and method 
• Connect historical examples of propaganda to modern examples of propaganda used by governments. 

Homework: 

Documents on Propaganda + Modern Examples 

3/13-3/17 Day 1

QOD:

The Fascist Decalogue

(i)

1. Know that the Fascist and in particular the soldier, must not believe in perpetual peace.

2. Days of imprisonment are always deserved.

3. The nation serves even as a sentinel over a can of petrol.

4. A companion must be a brother, first, because he lives with you, and secondly because he thinks like you.

5. The rifle and the cartridge belt, and the rest, are confided to you not to rust in leisure, but to be preserved in war.

6. Do not ever say "The Government will pay . . . " because it is you who pay; and the Government is that which you willed to have, and for which you put on a uniform.

7. Discipline is the soul of armies; without it there are no soldiers, only confusion and defeat.

8. Mussolini is always right.

9. For a volunteer there are no extenuating circumstances when he is disobedient.

10. One thing must be dear to you above all: the life of the Duce.

(1934)

- USING THE DECALOGUE ABOVE: What values were the Fascist Government attempting to indoctrinate in Italians? (Bonus - have you seen examples of the same values being promoted in your nation?)

Agenda: 

1. QOD
2. Group Activity 
3. Class Discussion
4. Movie Clip 

Objective [Students will be able to]: 

• Explain how Hitler and his Nazi Party consolidated power in Germany 

Homework: 

Propaganda Reading 

3/6-3/10 - Day 4

QOD: 

What does indoctrination mean? Put it in your own words - consider if there's something you've been indoctrinated to believe in  your life...

Agenda: 

1. QOD
2. Mussolini Video 
3. Mussolini Documents
4. Current Events HW 

Objective: Students will be able to: 

• Define Indoctrination - 
• Identify ONE way that Mussolini used Indoctrination to execute control in Italy 

Homework: 

Find TWO current events articles that outline modern examples of indoctrination. Make sure the subjects of your articles are from two different locations in the world. 

3/6-3/10 - Day 3

QOD: 

INSTEAD OF A QOD - TAKE OUT THE GIANT ORGANIZER 

Agenda: 

1. QOD
2. Group Activity 

Objective: Students will be able to: 

• Define Indoctrination - 
• Identify ONE way that Mussolini used Indoctrination to execute control in Italy 

Homework: 

1822-1828 - Reading + Notes 

3/6-3/10 Day 1

QOD: 

Think back to our activity yesterday - with ALL THE SPIES...

What did I - The Government - use to control you - The Nation? Be specific. 

Agenda: 

1. QOD
2. Totalitarian - Terror Tactics 
3. Notes + Articles

Objective: Students will be able to: 

• Identify methods of control exercised by Stalin
• Define - Quotas/Great Purge

Homework: 

Current Events Articles 

QOD: 

Describe Totalitarianism in your own words...

Give an example of a leader/disctator/ruler/monarch who you BELIEVE had totalitarian power in their nation. Give Evidence. 

Agenda: 

1. QOD
2. Graded Discussion - Totalitarianism Notes
3. Work Time

Objective: Students will be able to: 

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Homework: 

30.2 MI + Conn.

2/27-3/3 Day 4

QOD: 

How might a bad economic situation impact people socially and politically? How might another nation's economic situation lead to problems between that nation and others? (consider any examples you can think of...)

Agenda: 

1. Stations + Worksheet
2. Totalitarian Notes
3. Nation Examples 

Objective: Students will be able to: 

• Describe totalitarianism in their own words. 
• Identify 1-2 connections between totalitarianism and other political systems we've studied. 

Homework: 

30.2 MI + Conn.

2/27-3/3 Day 3

QOD: 

Why might artwork begin to celebrate or reflect individualism in the 1920s?

Guess - how might this trend play out for politics and society? 

Agenda: 

1. QOD
2. Global Depression Notes
3. Stations + Worksheet

Objective: Students will be able to: 

• Compare and Contrast short and long term causes of global depression

Homework: