Sunday, June 5, 2016

SECRET PACTS AND A NEW WORLD WAR




ACTIVITY: (This can be seen on the penultimate slide of the presentation)

Now it’s your turn… You will have access to the unit in our textbook on this link:
https://drive.google.com/open?id=0BxdVW9SZLZElX0FHbWR5aXRnVWc

You can use pages 492 and 493 as a guide and not as your only source of information.
You have to create a similar presentation where you briefly include the following topics:
- The Maginot Line.
- The Phony War.
- The German invasion of Norway and Denmark.
- The fall of France.
- The Rescue at Dunkirk.

Try to include images and videos, and most importantly, have fun!

BIBLIOGRAPHY: Beck, R., et. al, (2005). World History: Patterns of Interaction. New York: McDougal-Littell.

Monday, May 23, 2016

THE YEARS BEFORE WWII




ACTIVITY:
Answer the following questions taking into account the presentation:
1. Where is Manchuria [man-choo r-ee-uh]? What happened there in 1931?
2. What was the League of Nations?
3. Which country did Italy invade in 1935? What did France and Britain do after this and why?
4. What is the Rhineland? What did Hitler do there?
5. What is the Appeasement Policy?

It’s now your turn to give your opinion:
  1. Write a text of around 100 words answering the following question: Was it possible for World War II to have been avoided?

Monday, May 2, 2016

THE RISE OF THE NAZIS



First part: Please read the following text. Then answer the questions at the end. 


Second part: You will pretend that you are living in Germany in 1934 and you are writing a letter to your cousin in the United States. Include in this letter the recent events that have been happening and how you are feeling.


THE RISE OF THE NAZIS

The Treaty of Versailles, which ended World War I, affected German power and prestige. Like many Germans, Hitler believed that the treaty was a betrayal, with the country having been "stabbed-in-the-back" by its own government. Many people felt that Germany had been betrayed by civilian leaders and Marxists, who were later called the "November Criminals”.



 At the end of the war, Hitler went to Munich. In 1919, he joined a tiny political group. This group shared his belief that Germany had to abolish the Treaty of Versailles and combat communism. The group later named itself the National Socialist German Workers’ Party, called Nazi for short. The party adopted the swastika /ˈswɒs tɪ kə/ as its symbol. The Nazis also set up a private militia called the storm troopers or Brown Shirts. 


Within a short time, Hitler’s success as a speaker led him to be chosen der Führer, or the leader, of the Nazi party. Inspired by Mussolini’s march on Rome, Hitler and the Nazis plotted to seize power in Munich in 1923. This is known as The Beer Hall Putsch, or the Munich Putsch. About two thousand men marched to the center of Munich, where they confronted the police. The Putsch failed, and Hitler was arrested. He was tried for treason but was sentenced to only five years in prison. He served less than nine months.

While in jail, Hitler wrote Mein Kampf (My Struggle). He wrote about his beliefs and his goals for Germany. Hitler said that Germans, whom he incorrectly called “Aryans”, were a “master race.” He declared that non-Aryan “races,” such as Jews, Slavs, and Gypsies, were inferior. He called the Versailles Treaty an outrage and vowed to regain German lands. Hitler also declared that Germany was overcrowded and needed more Lebensraum, or living space. He promised to get that space by conquering eastern Europe and Russia.       


         
After leaving prison in 1924, Hitler revived the Nazi Party. Most Germans ignored him and his angry message until the Great Depression. The German economy collapsed. Frightened and confused, Germans now turned to Hitler, hoping for security and firm leadership.

Hitler Becomes Chancellor
The Nazis had become the largest political party by 1932. Conservative leaders mistakenly believed they could control Hitler and use him for their purposes. In January 1933, they advised President Paul von Hindenburg to name Hitler chancellor. Thus Hitler came to power legally. 


 
Once in office, Hitler called for new elections, hoping to win a parliamentary majority. Six days before the election, a fire destroyed the Reichstag building, where the parliament met. The Nazis blamed the Communists. The fire was used as evidence by the Nazi Party that communists were plotting against the German government.
                 


The day after the fire, Hitler asked for and received from President Hindenburg the Reichstag Fire Decree. The Reichstag Fire Decree suspended most civil liberties in Germany, including freedom of expression and freedom of the press. The decree was used by the Nazis to ban publications not considered "friendly" to the Nazi cause. By using people’s fear of the Communists, the Nazis and their allies won by a simple majority. Hitler used his new power to turn Germany into a totalitarian state. He banned all other political parties and had opponents arrested.

Meanwhile, an elite, black-uniformed unit called the SS (Schutzstaffel, or protection squad) was created. It was loyal only to Hitler. In 1934, the SS arrested and murdered hundreds of Hitler’s enemies.               


The Nazis quickly took command of the economy. New laws banned strikes, dissolved independent labor unions, and gave the government authority over business and labor. Hitler put millions of Germans to work. They constructed factories, built highways, manufactured weapons, and served in the military. As a result, the number of unemployed dropped from about 6 million to 1.5 million in 1936.

Hitler turned the press, radio, literature, painting, and film into propaganda tools. Books that did not conform to Nazi beliefs were burned in huge bonfires. Schoolchildren had to join the Hitler Youth (for boys) or the League of German Girls.



                 

Hatred of Jews, or anti-Semitism, was a key part of Nazi ideology. Although Jews were less than 1 percent of the population, the Nazis used them as scapegoats for all Germany’s troubles since the war. This led to a wave of anti-Semitism across Germany. Beginning in 1933, the Nazis passed laws depriving Jews of most of their rights. Violence against Jews rose. On the night of November 9, 1938, Nazi mobs attacked Jews in their homes and on the streets and destroyed thousands of Jewish-owned buildings. This rampage, called Kristallnacht (Night of the Broken Glass), signaled the real start of the process of eliminating the Jews from German life.
  


Adapted from: Beck, R., et. al,  (2005).  World History: Patterns of Interaction. New York: McDougal-Littell.


1. In which ways the treaty of Versailles damaged Germany’s prestige? Who were the “November criminals”? Why were they called that way?
2. Describe picture 1 and picture 2. What can we see? Who are the people there? What do they represent?
3. What was the The Beer Hall Putsch?
4. Describe picture 3.
5. According to Hitler, who was the “master race”? Who were the “inferior races”?
6. Explain with your own words the term “lebensraum”.
7. Who were the SS?
8. How did Hitler create new jobs?
9. What was the Kristallnacht?

Now you can write your letter. For example:  https://drive.google.com/open?id=0BxdVW9SZLZEld0hwWkVleTlULVk

Monday, April 18, 2016

INTRODUCTION TO A JOURNEY THOUGH WWII



A journey through WWII

History has always been one of my hobbies but I would have never thought that I would be teaching this subject, especially using a Foreign Language. When I was giving the opportunity to work at a bilingual school in Tunja, Colombia, I was given three different subjects to choose: history, science, and math. I chose history right away. I am happy about this choice because I have seen that I know a lot about history and I can help my students learn more thanks to this.
At the beginning of this year, when I was given the official curriculum designed by the school for the class of History, it was possible to see that it only contained basic principles and a list of general activities, such as “students read a text”. This exact same paper was repeated for all the different grades.  A single textbook is used for all the years of the secondary studies. Since there was not even a list of topics on the official curriculum, I had the liberty of choosing what I wanted to teach by dividing the textbook in six parts (one for each year of secondary school).  

Justification of the choice of the theme of the blog an how it is related to the subject:
Eleventh grade students (final year students) have shown to have a much superior level of English compared to the other students of the school. During the first months of the year, the students of eleventh grade have been learning about the period between the two World Wars. This is a really interesting topic. However, this is only presented on the textbook in a couple of pages. That is why I have been using extra material to make students more aware of the European context that led to the Second World War. Now students are about to start learning about the Second World War as such. This is where this blog with extra material for them comes in handy.                                                     

How students will benefit from it when it is available online:
The textbook used for the history classes for secondary level at this school in Colombia is not a real CLIL history textbook. Instead, it is a textbook designed for native speakers of fourth grade of primary school in the United States. Although in terms of language, the textbook seems to have an appropriate level for students; it is very limited about the amount of content it presents, mainly because it was designed as a primary school textbook. As stated earlier, it shows the content of a unit, for example the entire Second World War, in just four pages with a large font. As a history enthusiast I find that a bit frustrating. Another issue is that students do not own the textbooks. They belong to the school and they only have a limited set of books. In other words, students cannot take the textbook home to study on their own. 
Students will benefit from this blog because they will have extra content about the topics seen on the textbook adapted to their level of English. They will be able to study their material at home. They will also have more access to multimedia material such as videos and audio.