archivecurrikicdn.s3-us-west-2.amazonaws.com · Web viewThis Social Studies Common Core CAP is intended to create units of lessons that align with the Common Core. It will make use

East Meadow School District

CURRICULUM AREA PROJECT

Gr. 10 Social Studies Common Core

East Meadow High School

Superintendent Louis R. DeAngelo

Principal Richard Howard

Writers: Michelle Barnhill, Facilitator

Judi Trocchio1

Table of Contents

Abstract 3Rational 3Common Core Unit: The Dual Mandate in British Tropical Africa 4Common Core Unit: Letter of Millard Fillmore, President of the United States of America, to His Imperial Majesty, the Emperor of Japan

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Common Core Unit: From a Speech to the Parliament of Piedmont: Count Camillo Di Cavour 15Common Core Unit: Telegram to Wilhelm II from Czar Nicholas II 18Common Core Unit: Vladimir Lenin: Call to Power 22Common Core Unit: "Pray for us": Ambassador Morgenthau describes the forced evacuation of one group of Armenians from their homeland to the Syrian Desert.

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Common Core Unit: General Hasimoto Kingaro “Address to Young Men” 34Common Core Unit: Adolf Hitler: “Sudetenland” 40Common Core Unit: Letter from The Mahatma (Mohandas Gandhi) to Adolf Hitler 44Common Core Unit: Growing Up in Stalin’s Russia 52Bibliography 57

ABSTRACT

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This Social Studies Common Core CAP is intended to create units of lessons that align with the Common Core. It will make

use of important primary source documents and have them correlate with the Ninth Grade Global History curriculum. The CAP will

focus on independent work to be completed by students, vocabulary tasks, reading tasks, discussion tasks, writing tasks, and essential

questions. Students will be required to cite specific textual evidence to support their analysis of the text. Each unit will commence

with an essay assignment that allows the teacher to evaluate student comprehension of the text.

This CAP will focus on the Common Core standards that have been laid out for History/Social Studies. The reading standards

focus on citing textual evidence from readings, analyzing the author’s point of view, and as well as comparing and contrasting

readings. The writing standards focus on writing arguments with the use of factual evidence from readings, using technology to attain

additional information which relates to assigned readings, as well as planning, revising, editing, and rewriting written pieces.

RATIONAL

The Common Core State Standards have been adopted by 45 states, including New York. The purpose of the Common Core is

to ensure students are sufficiently prepared for success in postsecondary education and the workforce. In order for these standards to

be met units that focus on the skills that students are required to achieve must be developed. This CAP consists of unit plans that are

designed to meet the standards set forth by the Common Core.

Document 1: “The Dual Mandate in British Tropical Africa”, Archon Books, 19223

Step 1: Read

Students are to silently read the passage assigned to them. Next, the instructor and/or student is to read the same passage aloud. The instructor will then lead students through a series of concise text-dependent questions to encourage students to reread certain aspects within the source to further their understanding of the text.

Step 2: Vocabulary

Most of the meanings of words in the following source can be determined through careful reading of the text. By doing this, students will further develop the pattern of using “contextual clues” to pick up on the definition of a term. Those terms that a student may have further struggles with are defined in the middle column.

Step 3: Discussion

Students will discuss the passage in depth with their teacher and classmates, performing activities that will encourage them to read the passage more closely. The goal of this is to foster student confidence when encountering complex text and to reinforce the skills that they have developed throughout the activity.

Step 4: Writing Tasks

Student will analyze the text further by answering a series of questions. Students will be required to answer each question in complete sentence form and in a grammatically correct manner. Some of the answers will require students to write a paragraph or more to answer the question. Within their answers, students will have to both analyze the text and formulate a specific point of view on the event.

Step 5: Text Selection: Document: The Dual Mandate in British Tropical Africa is a text written during the Age of Imperialism. It is a perfect example of what a typical British person or scholar views imperialism as a benefit to the colonies that they possess.

Document 1: “The Dual Mandate in British Tropical Africa”, Archon Books, 19224

Text Under Discussion Directions for Teachers/ Guiding Questions for Students

Lord {Frederick D.} Lugard, The Dual Mandate in British Tropical Africa (1922)

. . . Let it be admitted at the outset that European brains, capital, and energy have not been, and never will be, expended in developing the resources of Africa for motives of pure philanthropy; that Europe is in Africa for the mutual benefit of her own industrial classes, and of the native races in their progress to a higher plan; that the benefit can be reciprocal, and that it is the aim and desire of civilised administration to fulfill this dual mandate. By railways and roads, by reclamation of swamps and irrigation of deserts, and by a system of fair trade and competition, we have added to the prosperity and wealth of these lands, and [have] checked famine and disease. We have put an end to the awful misery of the slave trade and intertribal war, to human sacrifice and the ordeals of the witch-doctor. Where these things survive they are severely suppressed. We are endeavoring to teach the native races to conduct their own affairs with justice and humanity, and to educate them alike in letters and in industry. . .

Admitted- to state the truth

Outset- beginning

Capital- money

Expended- used

Motives- purposes

Philanthropy- goodwill

Mutual- shared

Native Races- African tribesReciprocal- mutual

Administration- government

Mandate- obligation

Reclamation- recovery

Prosperity- fortune

Famine- hunger

Intertribal- between tribes

Suppressed- blocked

What does Lord Lugard mean when by “European brains, capital, and energy have not been, and never will we, expended in developing the resources of Africa for motives of pure philanthropy”?

What are two reasons that Lord Lugard gives as to how Imperialism has benefitted the African people?

Teacher- Note the use of descriptive words in this paragraph for students. Ask students to describe what they see in their minds as they read this passage.

In Class Writing-

Question;

Question:

Teacher- Be sure to use concrete examples from previous lessons to reinforce the debate about whether imperialism was truly “mutually” beneficial to both the Europeans and Africans.

How did Lord Lugard defend imperialism

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Endeavoring- trying to the reader? What methods does he use to convince others that imperialism is mutually beneficial to the European mother country and colonies in Africa?

Essay Assessment:

Write a response to the following questions that includes an introduction, at least two body paragraphs, and a conclusion.

How does Lord Fredrick D. Lugard’s “The Dual Mandate in British Tropical Africa” attempt to support Imperialism as a mutually beneficial policy?

In your response, be certain to address the following tasks:

1. Choose a side: do you agree or disagree with Lord Lugard- AND explain why

2. Cite at least two examples from the text to support your thesis

3. Use information that you have learned in class to further support your thesis.

COMMON CORE STANDARDS

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Reading Standards for Literacy in History/Social Studies

LHSSSTS.9-10.RH.1- Cite specific textual evidence to support analysis or primary and secondary sources, attending to such features as the date and origin of the information.

LHSSSTS.9-10.RH.2- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of a text.

LHSSSTS.9-10.RH.4- Determine the meaning of words and phrases as they are used in s text, including vocabulary describing political, social, or economic aspects of history/science.

LHSSSTS.9-10.RH.5- Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

Writing Standards for History/Social Studies

LHSSSTS.9-10.WHST.1- Write arguments focused on discipline-specific content.

LHSSSTS.9-10.WHST.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

LHSSSTS.9-10.WHST.5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing which is most significant for a specific purpose or audience.

LHSSSTS.9-10.WHST.9- Draw evidence from informational texts to support analysis, reflection, and research.

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Document 2: Letter of Millard Fillmore, President of the United States of America, to His Imperial Majesty, the Emperor of Japan, November 13, 1852.

Step 1: Read


Step 2: Vocabulary


Step 3: Discussion




Step 5: Text Selection: Letter of Millard Fillmore, President of the United States of America, to His Imperial Majesty, the Emperor of Japan, is a wonderful example of how a Western country attempted to “peacefully” engage in trade with a non-Western nation.

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Document 2: Letter of Millard Fillmore, President of the United States of America, to His Imperial Majesty, the Emperor of Japan, November 13, 1852.


GREAT and Good Friend: I send you this public letter by Commodore Matthew C. Perry, an officer of the highest rank in the navy of the United States, and commander of the squadron now visiting your imperial majesty's dominions.

I have directed Commodore Perry to assure your imperial majesty that I entertain the kindest feelings towards your majesty's person and government, and that I have no other object in sending him to Japan but to propose to your imperial majesty that the United States and Japan should live in friendship and have commercial intercourse with each other.

The Constitution and laws of the United States forbid all interference with the religious or political concerns of other nations. I have particularly charged Commodore Perry to abstain from every act which could possibly disturb the tranquility of your imperial majesty's dominions.

Commodore- A rank formerly used in the U.S. Navy that was above captain and below rear admiral.

Rank- a person’s level of statusSquadron- groupImperial Majesty- a title of respect for an emperor- in this case- the emperor of JapanDominion- territoryAssure- promiseObject- problemCommercial Intercourse- trading with each otherForbid- outlawsInterference- meddlingAbstain- stopTranquility- peace

Why would President Fillmore refer to the Japanese Emperor as a “Great and Good Friend” even though they have never met or corresponded before?

Why would President Fillmore send a naval commander to deliver his letter?

Who/what else has accompanied Commodore Matthew C. Perry on his voyage to Japan? Why?

In what ways does President Fillmore intend to show the Japanese Emperor that he has sent Commodore Perry to Japan in good will?

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The United States of America reach from ocean to ocean, and our Territory of Oregon and State of California lie directly opposite to the dominions of your imperial majesty. Our steamships can go from California to Japan in eighteen days.

Our great State of California produces about sixty millions of dollars in gold every year, besides silver, quicksilver, precious stones, and many other valuable articles. Japan is also a rich and fertile country, and produces many very valuable articles. Your imperial majesty's subjects are skilled in many of the arts. I am desirous that our two countries should trade with each other, for the benefit both of Japan and the United States.

We know that the ancient laws of your imperial majesty's government do not allow of foreign trade, except with the Chinese and the Dutch; but as the state of the world changes and new governments are formed, it seems to be wise, from time to time, to make new laws. There was a time when the ancient laws of your imperial majesty's government were first made.

About the same time America, which is sometimes called the New World, was first

Dominion- territoryImperial Majesty- a title of respect for an emperor- in this case- the emperor of Japan

Quicksilver-

Fertile- lush

Imperial Majesty- a title of respect for an emperor- in this case- the emperor of JapanDesirous- to want

Imperial Majesty- a title of respect for an emperor- in this case- the emperor of Japan

Imperial Majesty- a title of respect for an emperor- in this case- the emperor of Japan

Teacher-Using- using prior knowledge obtained throughout the Imperialism unit study, brainstorm with students why the Japanese government might be apprehensive allowing a Western country in to “trade”

How does President Fillmore assure Japan that trade with America will be mutually advantageous?

Teacher- Remind students about the extreme isolation policies of the Tokugawa Shogunate and why they were created.

Why does President Fillmore “remind” the Japanese Emperor that America is “sometimes called the New World”?

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discovered and settled by the Europeans. For a long time there were but a few people, and they were poor. They have now become quite numerous; their commerce is very extensive; and they think that if your imperial majesty were so far to change the ancient laws as to allow a free trade between the two countries it would be extremely beneficial to both.

If your imperial majesty is not satisfied that it would be safe altogether to abrogate the ancient laws which forbid foreign trade, they might be suspended for five or ten years, so as to try the experiment. If it does not prove as beneficial as was hoped, the ancient laws can be restored. The United States often limit their treaties with foreign states to a few years, and then renew them or not, as they please.

I have directed Commodore Perry to mention another thing to your imperial majesty. Many of our ships pass every year from California to China; and great numbers of our people pursue the whale fishery near the shores of Japan. It sometimes happens, in stormy weather, that one of our ships is wrecked on your imperial majesty's shores. In all such cases we ask, and expect, that our unfortunate people should be treated with kindness,

Numerous- manyExtensive- widespreadBeneficial- helpful

Abrogate- to stop

Suspended- stopped for a short period of time

Imperial Majesty- title given when addressing an emperorPursue- to go afterUnfortunate- unluckyTill- untilVessel- ship

Earnest- seriousAbundance- manyProvisions-The Great Ocean- The Pacific OceanPort- place where a ship may dock

Teacher’s Note- President Fillmore requests that American whalers that accidently run ashore in Japan seek safety. This is because under the Tokugawa Shogunate, foreigners (including ones accidently washed ashore) were to be killed.

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and that their property should be protected, till we can send a vessel and bring them away. We are very much in earnest in this.

Commodore Perry is also directed by me to represent to your imperial majesty that we understand there is a great abundance of coal and provisions in the Empire of Japan. Our steamships, in crossing the great ocean, burn a great deal of coal, and it is not convenient to bring it all the way from America. We wish that our steamships and other vessels should be allowed to stop in Japan and supply themselves with coal, provisions, and water. They will pay for them in money, or anything else your imperial majesty's subjects may prefer; and we request your imperial majesty to appoint a convenient port, in the southern part of the empire, where our vessels may stop for this purpose. We are very desirous of this.

These are the only objects for which I have sent Commodore Perry, with a powerful squadron, to pay a visit to your imperial majesty's renowned city of Edo: friendship, commerce, a supply of coal and provisions, and protection for our shipwrecked people.

We have directed Commodore Perry to beg your imperial majesty's acceptance of a

Squadron- a troopRenowned- well-known

Specimens- examplesTokens- keepsakeSincere- honest

The Almighty- God

Hereunto- onto hereAffixed- attachedSubscribed- promised

What are two things that President Fillmore wants from Japan/the Japanese government?

President Fillmore once again mentions the squadron accompanying Commodore Matthew C. Perry, but he adds an adjective this time. What is the adjective? What is his intended purpose for using it?

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few presents. They are of no great value in themselves; but some of them may serve as specimens of the articles manufactured in the United States, and they are intended as tokens of our sincere and respectful friendship.

May The Almighty have your imperial majesty in His great and holy keeping!

In witness whereof, I have caused the great seal of the United States to be hereunto affixed, and have subscribed the same with my name, at the city of Washington, in America, the seat of my government, on the thirteenth day of the month of November, in the year one thousand eight hundred and fifty-two.

Your good friend,Millard Fillmore.

What types of goods are brought to Japan from America?

Do you believe that the “goods” are “intended as tokens of . . . friendship”? Why or why not?

In Class Writing Assignment: Students are to pretend that they are the Japanese Emperor and that they have just received this letter. They are to write a response to President Millard Fillmore explaining whether or not they intend to trade with America and insure the safety of American travelers and why.

Essay Assessment::

Write a response to the following statement that includes an introduction, at least two body paragraphs and a conclusion.

Japan was right to ultimately decide to adapt to Western practices instead of fighting them as so many other countries did.

In your essay question address the following:

1. Cite specific information from this letter that would have compelled the Japanese Emperor to collaborate with the Americans

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2. According to above document and your unit study of imperialism, did Japan ultimately make the right decision, why or why not?









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Document 3: From a Speech to the Parliament of Piedmont: Count Camillo Di Cavour, 1855

Step 1: Read


Step 2: Vocabulary


Step 3: Discussion




Step 5: Text Selection:

Document: From a Speech to the Parliament of Piedmont by Count Camillo Di Cavour is an inspirational message to Italians. It was meant to stimulate Italians to want to unite as one so that they could once again be a mighty, glorious nation.

Document 3: From a Speech to the Parliament of Piedmont: Count Camillo Di Cavour, 1855

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Count Giuseppe Di Cavour, Speech to the Parliament of Piedmont, 1855

“The experience of recent years and previous centuries has proved how little Italy has benefitted from conspiracies, revolutions and disorderly uprisings . . .

Now, gentlemen, I believe that the principle condition, for the improvement of Italy’s fate, the condition that stands out above all others, is to lift up her reputation once more. And for this two things are necessary: first, to prove to Europe that Italy has sufficient civic sense to govern herself freely and according to law, and that she is in a condition to adopt the very best forms of government; second, to prove that her military valor is as great as that of her ancestors.”

Benefitted- helped

Conspiracies- schemes

Disorderly- unorganized

Uprisings- rebellions

Principle- the cause

Sufficient- enough

Civic- government

Sense- intelligence

Adopt- embrace

Valor- courage

Teacher- remind students of Italy’s fate during the Napoleonic Wars. Also, talk about sectionalism and briefly inform students that at this time, Italy is not one country but a loose grouping of several principalities and kingdoms.

What is Count Giuseppe Di Cavour referring to when he “reminds” his audience of “the experience of recent years. . .”?

What does Count Di Cavour refer to when he speaks of lifting Italy’s “reputation once more”

Teacher- students must be aware of Italy’s stunning ancient history and that the relics of this era “surround” Italians through architectural and artistic achievements (ask students to list a few examples) found all over Italy. It is a “constant” reminder of the glory they once were and how far they have fallen from that past.

How does Cavour propose to make Italy a great nation again?

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In Class Writing Assignment-What problems may Italy have in the future as a unified nation

Essay Assessment-

Write a response to the following questions that includes an introduction, at least two body paragraphs, and a conclusion.

How In what ways did Count Camillo Di Cavour use his Message to the Piedmont to help inspire Italians to unite?

In your response, be sure to address the following:

1. How does Count Camillo Di Cavour use language and references to history to get his point across?

2. Take time to give more background on the historic circumstances that Cavour is illuding to.

3. Explain how these references to specific time periods would appeal to Italians sense of nationalism and desire for unification.

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LHSSSTS.9-10.RH.2- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of a text. LHSSSTS.9-10.RH.5- Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

LHSSSTS.9-10.RH.8- Assess the extent to which the reasoning and evidence in a text support the author’s claims.




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Document 4: Telegram to Wilhelm II from Czar Nicholas II: July 29, 1914Step 1: Read


Step 2: Vocabulary


Step 3: Discussion




Step 5: Text Selection : Telegram to Wilhelm II from Czar Nicholas II . With increased militarism, secret alliances, and heightened nationalism, Europe was on the brink of a catastrophe, and everybody knew it. The assassination of the Archduke Franz Ferdinand threw European leaders into a panic, and this excerpt shows this sentiment nicely.

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Document 4: Telegram to Wilhelm II from Czar Nicholas II, July 29, 1914, 1:00 A.M.


I am glad you are back. In this most serious moment, I appeal to you to help me. An ignoble war has been declared upon a weak country [Serbia]. The indignation in Russia, shared fully by me, is enormous. I foresee that very soon I shall be overwhelmed by the pressure upon me, and be forced to take extreme measures which will lead to war. To try and avoid such a calamity as a European war, I beg you in the name of our old friendship to do what you can do to stop your allies from going too far.

Appeal- askIgnoble- despised

Indignation- resentment

Calamity- disaster

Allies-countries that pledge to support one another.

How does Czar Nicholas attempt to endear Wilhelm II to him?

What is Czar Nicholas describing as an “ignoble Act”?

Why would Russia be angered by what happened in Serbia?

Teacher- Students should be aware of the assassination of the Archduke Franz Ferdinand- they should know about why it happened, how it happened and why.

What is the tone of this letter?

What does Germany have to do with the events of Serbia?

In Class Writing Assignment - Is it appropriate for countries to get involved in each other’s political disputes? Why or why not?

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Essay Assessment:

Write a response to the following question that includes an introduction, at least two body paragraphs and a conclusion.

How did the Assassination of the Archduke Franz Ferdinand act as a catalyst for the onset of World War I?


1. What are Czar Nicholas II’s fears about the effect of the assassination?

2. Is the Czar asking Kaiser Wilhelm II to do? Why?

3. Why does Germany and Russia so concerned with what is happening in Serbia?










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Document 5: Vladimir Lenin: Call to Power, October 24, 1917Step 1: Read


Step 2: Vocabulary


Step 3: Discussion




Step 5: Text Selection: In the speech entitled “Call to Power”, Vladimir Lenin urges his countrymen to speedily and violently revolt.

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Document 5: Vladimir Lenin: Call to Power, October 24, 1917Text Under Discussion Directions for Teachers/ Guiding

Questions for Students

“ . . . With all my might I urge comrades to realize that everything now hangs by a thread; that we are confronted by problems which are not to be solved by conferences or congresses, but exclusively by peoples, by the masses, by the struggle of the armed people. . .

We must at all costs, this very evening, this very night, arrest the government . . . We must not wait! We may lose everything . . . All districts, all regiments, all forces must be mobilized at once. . . with the insistent demand that under no circumstances should power be left in the hands of Kerensky and company . . .

History will not forgive revolutionaries for procrastinating. . . If we seize power today; we seize it not in opposition to the Soviets but on their behalf. The seizure of power is in the business of the uprising. . . It would be an indefinite crime on the part of revolutionaries were they to let the chance to slip, knowing that the salvation of the revolution, the offer of peace, the salvation of Petrograd, salvation from famine, the transfer of the land to the peasants depend

Comrades- friends

Conferences- meetingsCongresses- meetings

Regiments- groups of soldiers

Mobilized- moving

Insistent- unchanging

Kerensky-

Procrastinate- to delay

Opposition- enemy

Indefinite- unlimited

Salvation- recovery

Petrograd- city in Russia

Famine- starvation

Tottering- unsteady

Teacher - upon reading this letter, student should be knowledgeable about the social, economic, and political conflicts concerning Russia at this time. Students should also be comfortable with Karl Marx’s philosophy.

How does Vladimir Lenin propose to fix the problems that Russia faces?

Why is there such a sense of urgency in the tone of this letter?

Teacher- Explain Lenin’s fear of power being left in Alexander Kerensky’s hands.

What was meant when Lenin said “History will not forgive revolutionaries for procrastinating”?

In what ways does Lenin show that he is a follower of Marx’s ideas?

In Class Writing Assignment- Students will be asked to write down how Lenin

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upon them. The government is tottering. It must be given a death-blow at all costs.”

used fear to inspire explain how and why fear is an important tool for politicians.

Essay Assessment:


How does Vladimir Lenin create a sense of panic and expediency in his speech?


1. What does Vladimir Lenin want his comrades to do?

2. Why does Vladimir Lenin feel that Russia needs to change?

3. How does Vladimir Lenin want Russia to change? Why?

4. Why is there a sense of urgency in this speech?

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Document 6: "Massacre of the Armenians: Pray for us”

Step 1: Read


Step 2: Vocabulary


Step 3: Discussion




Step 5: Text Selection: Document 6: "Pray for us": Ambassador Morgenthau describes the forced evacuation of one group of Armenians from their homeland to the Syrian Desert. This document explains the brutality of the Turkish oppressors during the Armenian Massacre.

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Document 6: “Massacre of the Armenians: Pray for us"Ambassador Morgenthau describes the forced evacuation of one group of Armenians from their homeland to the Syrian Desert

Text Under Discussion: Adapted from the “Massacre of the Armenians”

Directions for Teachers/ Guiding Questions for Students

"All through the spring and summer of 1915 the deportations took place. . . Scarcely a single Armenian, whatever his education or wealth, or whatever the social class to which he belonged, was exempted from the order. In some villages placards were posted ordering the whole Armenian population to present itself in a public place at an appointed time-usually a day or two ahead, and in other places the town crier would go through the streets delivering the order vocally. In still others not the slightest warning was given.

The gendarmes would appear before an Armenian house and order all the inmates to follow them. They would take women engaged in their domestic tasks without giving them the chance to change their clothes. The police fell upon them just as the eruption of Vesuvius fell upon Pompeii; women were taken from the washtubs, children were snatched out of bed, the bread was left half-baked in the oven, the family meal was abandoned partly eaten, the children were taken from the schoolroom, leaving their books open

Deportations- banishment; to be thrown out of a country

Exempted- excusedPlacards- signs

Appointed- chosen

Town Crier- someone that would shout out the town’s news to a village

Vocally- loudlyGendarmes- police officer

Engaged- busyDomestic- household

Vesuvius- Volcano located in southern Italy. Most known for the 79 A.D. massive eruption that cover several cities (including Pompeii)Task- assignment

Ploughs- farming machinery

Teacher Note- Armenia is a country located in the Middle East. During the reign of the Ottoman Empire, predominantly Christina Armenia was controlled by the Muslim Ottoman Turks. The Armenians had routinely been treated as second-class citizens within the empire. However, by 1915, the persecution against the Armenians developed into a full-fledged genocide. “The Armenian Massacre” is referred to as the first “modern” genocide- one that is highly calculated and organized.

How were the Turks able to collect the Armenians so that they could most effectively deport them?

Does it appear that the Armenians had advanced knowledge of what the Ottoman government had planned for them?

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at the daily task, and the men were forced to abandon their ploughs in the fields and their cattle on the mountain side. Even women who had just given birth to children would be forced to leave their beds and join the panic-stricken throng, their sleeping babies in their arms. Such things as they hurriedly snatched up - a shawl, a blanket, perhaps a few scraps of food - were all that they could take of their household belongings. To their frantic questions 'Where are we going?' the gendarmes would vouchsafe only one reply: 'To the interior.'

. . . 'Pray for us,' they would say as they left their homes - the homes in which their ancestors had lived for 2,500 years. 'We shall not see you in this world again, but sometime we shall meet. Pray for us!'

The Armenians had hardly left their native villages when the persecutions began. The roads over which they travelled were little more than donkey paths; and what had started a few hours before as an orderly procession soon became a disheveled and scrambling mob. Women were separated from their children and husbands from their wives. The old people soon lost contact with their families and became exhausted and footsore. The Turkish drivers of the ox-carts, after extorting the

Throng- swarm of people

Snatched- grabbed

Frantic- scared, hysterical

Gendarmes- police officer

Vouchsafe- promiseInterior- middle

Native- place they were born

Persecution- discrimination

Procession- marchDisheveled- unorganized

Mob- crowd

Teacher Note- most students have some sort of knowledge about the Holocaust. It should be somewhat easy to compare and contrast the two.

In what ways is the methodology of the Ottoman Turks similar to that of the Nazis? In what ways is it different?

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last coin from their charges, would suddenly dump them and their belongings into the road, turn around, and return to the village for other victims.

Thus in a short time practically everybody, young and old, was compelled to travel on foot. The gendarmes whom the Government had sent, supposedly to protect the exiles, in a very few hours became their tormentors. They followed their charges with fixed bayonets, prodding anyone who showed any tendency to slacken the pace. Those who attempted to stop for rest, or who fell exhausted on the road, were compelled, with the utmost brutality, to rejoin the moving throng. They even prodded pregnant women with bayonets; if one, as frequently happened, gave birth along the road, she was immediately forced to get up and rejoin the marchers. The whole course of the journey became a perpetual struggle with the Moslem[Muslim] inhabitants.

When the victims had travelled a few hours from their starting place, the Kurds would sweep down from their mountain homes. Rushing up to the young girls, they would lift their veils and carry the pretty ones off to the hills. They would steal such children as pleased their fancy and mercilessly rob all the rest of the throng. If

Compelled- forced


Exiles- people that were forced out of their homeland

Tormentors- people that cause repeated pain onto their victim

Bayonets- a long blade that is attached to the end of a rifle

Prodding- pokingSlacken- slowerCompelled- forcedBrutality- crueltyProdded- pokedBayonets- long blades attached to riflesPerpetual- continual

Kurds- an ethnic group found in the Middle East. They are predominately Muslim.

Fancy- fantasyMercilessly- unsympathetically

In what ways did the gendarmes torture the Armenian victims?

What other ethnic groups joined in the persecution of the Armenians?

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the exiles had started with any money or food, their assailants would appropriate it, thus leaving them a hopeless prey to starvation. They would steal their clothing, and sometimes even leave both men and women in a state of complete nudity. All the time that they were committing these depredations the Kurds would freely massacre, and the screams of women and old men would add to the general horror.

And thus, as the exiles moved, they left behind them another caravan - that of dead and unburied bodies, of old men and of women dying in the last stages of typhus, dysentery, and cholera, of little children lying on their backs and setting up their last piteous wails for food and water. There were women who held up their babies to strangers, begging them to take them and save them from their tormentors, and failing this, they would throw them into wells or leave them behind bushes, that at least they might die undisturbed. Behind was left a small army of girls who had been sold as slaves - frequently for a medjidie, or about eighty cents - and who, after serving the brutal purposes of their purchasers, were forced to lead lives of prostitution.A string of encampments, filled by the sick and the dying, mingled with the unburied or half-buried bodies of the dead, marked

Throng- groupExiles- people that were forced out of their homeland

Assailants- attackersPrey- victim

Depredations- attacksKurds- an ethnic group found in the Middle East. They are predominately Muslim.

Exiles- people that were forced out of their homelandCaravan- groupTyphus- an infection that causes fever, severe headaches, rashes and may lead to deathDysentery- an infection that causes severe diarrhea and dehydration. May lead to death.Cholera- an often deadly disease caused by bacteria

Piteous- people that deserve sympathy

Tormentors- someone that causes others great pain

Medjidie- the name of a military and knightly order of the Ottoman Empire

There are few exact spots where one can pinpoint where one of the massacres occurred and who (by name) were the victims- how do you think this affects modern Armenians?

In the excerpt- the writer recalls women “[holding] up their babies to strangers, begging them to take them . . . and failing this, they would throw them into wells or leave them behind bushes”- is this an appropriate reaction to the events? Why or why not?

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the course of the advancing throngs. Flocks of vultures followed them in the air, and ravenous dogs, fighting one another for the bodies of the dead, constantly pursued them. The most terrible scenes took place at the rivers, especially the Euphrates. Sometimes, when crossing this stream, the gendarmes would push the women into the water, shooting all who attempted to save themselves by swimming. Frequently the women themselves would save their honor by jumping into the river, their children in their arms.

. . . All the way to Ras-ul-Ain, the first station on the Bagdad line, the existence of these wretched travellers was one prolonged horror. The gendarmes went ahead, informing the half-savage tribes of the mountains that several thousand Armenian women and girls were approaching. The Arabs and Kurds began to carry off the girls, the mountaineers fell upon them repeatedly, violating and killing the women, and the gendarmes themselves joined in the orgy. One by one the few men who accompanied the convoy were killed. The women had succeeded in secreting money from their persecutors, keeping it in their mouths and hair; with this they would buy horses, only to have them repeatedly stolen by the Kurdish tribesmen. Finally

Encampments- campsitesMingled- mixedVultures- large birds that feed on dead animalsRavenous- extremely hungryEuphrates- A riverGengarmes-police officers

Ras-ul-Ain- A city in what is now called Syria

Gendarmes- police officersSavage- wild


Gendarmes- police officers

Secreting- hidingPersecutors- torturers

Kurdish- an ethnic group found in the Middle East. They are predominately

Describe three ways that the Ottomans committed Human Rights Atrocities against the Armenians.

Describe two ways that Armenians were successfully able to help themselves during their arduous journey.

In your opinion, were there any ways that the Armenians could have protected themselves from the attack?

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the gendarmes, having robbed and beaten and violated and killed their charges for thirteen days, abandoned them altogether.

Two days afterward the Kurds went through the party and rounded up all the males who still remained alive. They found about 150, their ages varying from 15 to 90 years, and these, they promptly took away and butchered to the last man. But that same day another convoy from Sivas joined - his one from Harpoot, increasing the numbers of the whole caravan to 18,000 people.

. . . On the seventieth day a few creatures reached Aleppo. Out of the combined convoy of 18,000 souls just 150 women and children reached their destination. A few of the rest, the most attractive, were still living as captives of the Kurds and Turks; all the rest were dead.'

Muslim.



Convoy- groupHarpoot- city in Turkeycaravan - groupSivas- city in TurkeyConvoy- groupAleppo- city in Turkey

In Class Writing Assignment: The Armenian Massacre in many ways has been forgotten by history. Most “average” people on the streets have never heard of it/ don’t remember it. Why do you think that is? What can we do to highlight the strength and courage of the Armenian people through the darkest days of the massacre?

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Essay Assessment: Write a response to the following question that includes an introduction, several body paragraphs and a conclusion

Do the events in Armenia qualify as a human rights violation?


1. Define “human rights violation”

2. Decide how the events in Armenia do or don’t qualify as a human rights violation

3. Use specific information from the text to support your answer









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Document 7: General Hasimoto Kingaro “Address to Young Men”

Step 1: Read


Step 2: Vocabulary


Step 3: Discussion




Step 5: Text Selection: General Hasimoto Kingaro “Address to Young Men” is a speech that encourages young Japanese men t support the imperialist quests of the military. It is philosophies like the one below that help develop World War II

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Document 7: General Hasimoto Kingaro “Address to Young Men”


We have already said that there are only three ways left to Japan to escape from the pressure of surplus population. We are like a great crowd of people packed into a small and narrow room, and there are only three doors through which we might escape, namely emigration, advance into world markets, and expansion of territory. The first door, emigration, has been barred to us by the anti-Japanese immigration policies of other countries. The second door, advance into world markets, is being pushed shut by tariff barriers and the abrogation of commercial treaties. What should Japan do when two of the three doors have been closed against her?It is quite natural that Japan should rush upon the last remaining door.It may sound dangerous when we speak of territorial expansion, but the territorial expansion of which we speak does not in any sense of the word involve the occupation of the possessions of other countries, the planting of the Japanese flag thereon, and the declaration of their

Surplus- extra

Emigration- relocation to another country

World Markets- international tradeBarred- bannedTariff- a tax on imported goodsBarriers- blocked

Abrogation- to take backCommercial- profitmakingOccupation- takeoverAnnexation- capture

Suppressed- blocked

Circulation- flow

Capital- money

Oppression- dominationEmigration- relocation to another country

World Markets- international trade

Teacher- project an image of Japan on the screen, briefly describe how it’s geography limits where its’ inhabitants may live, and how/why that causes problems.

What position does the author have?

What does the author mean by “we are like a great crowd of people packed into a small and narrow room”?

Teacher- Ask students if they know what countries had limited Japanese immigration and why they might have.

What are the “three doors” that Japan has to help itself?

Why do countries set tariffs?

Thinking of past units studied this year, why was Japan a “victim” of tariffs and a

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annexation to Japan. It is just that since the Powers have suppressed the circulation of Japanese materials and merchandise abroad, we are looking for some place overseas where Japanese capital, Japanese skills and Japanese labor can have free play, free from the oppression of the white race.We would be satisfied with just this much. What moral right do the world powers, which have themselves closed to us the two doors of emigration and advance into world markets, have to criticize Japan’s attempt to rush out of the third and last door?If they do not approve of this, they should open the doors which they have closed against us and permit the free movement overseas of Japanese emigrants and merchandise….At the time of the Manchurian incident, the entire world joined in criticism of Japan. They said that Japan was an untrustworthy nation. They said that she had recklessly brought cannon and machine guns into Manchuria, which was the territory of another country, flown airplanes over it, and finally occupied it. But the military action taken by Japan was not in the least a selfish one. Moreover, we do not recall ever having taken so much as an inch of territory belonging to another nation. The result of this incident was the

Emigrants- people that have moved away from their homeland

Incident- event

Manchurian Incident- 1931, Japan invaded Manchuria and created a puppet state for Japan.

Criticism- blame

Incident - event

lack of commercial treaties?

What is the third door of Japanese empowerment?

What does the general propose the Japanese should do with the third door?

The general claims that the “third door” does not involve possession of other countries- do you believe this? Why or why not?

Why do you think that Japan was “right” to take over Machuria?

Where other nations (such as China,

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establishment of the splendid new nation of Manchuria [Manchukuo]. The Powers are still discussing whether or not to recognize this new nation, but regardless of whether or not other nations recognize her, the Manchurian empire has already been established, and now, seven years after its creation, the empire is further consolidating its foundations with the aid of its friend, Japan.And if it is still protested that our actions in Manchuria were excessively violent, we may wish to ask the white race just which country it was that sent warships and troops to India, South Africa, and Australia and slaughtered innocent natives, bound their hands and feet with iron chains, lashed their backs with iron whips, proclaimed these territories as their own, and still continues to hold them to this very day?They sill invariably reply, these were all lands inhabited by untamed savages. These people did not know how to develop the abundant resources of their land for the benefit of mankind. Therefore it was the wish of God, who created heaven and earth for mankind, for us to develop those undeveloped lands and to promote the happiness of mankind in their stead. God wills it.This is quite a convenient argument for them. Let us take it at face value. Then

Manchuria- country located North of China; south of Russia

Manchouko- the name that Japan gave to Machuria after they successfully conquered it.

Incident- an event

Abundant- more than enough

Consolidating- combining

Russia, the UK) justified in refusing to see Manchuoko as a legitimate state?

General Kingaro offers a reason why the White countries should not interfere with Japan’s acquisitions- what is it?

In what ways does General Kingaro mock European motives for Imperialism?

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there is another question that we must ask them.Suppose that there is still on this earth land endowed with abundant natural resources that have not been developed at all by the white race. Would it not then be God’s will and the will of Providence that Japan go there and develop those resources for the benefit of mankind?And there still remain many such lands on this earth.”

Invariably- without change

Endowed- blessed

Abundant- more than enough

Providence- fate

In Class Writing Assignment- In what ways has European Imperialism changed the mindset of the Japanese in the years before World War II?

Essay Assessment: Write a response to the following question that includes an introduction, several body paragraphs and a conclusion.

In what ways has European Imperialism changed the mindset of the Japanese in the years before World War II?


1. What is imperialism?

2. How has the policy of imperialism negatively affected Japan?

3. In what ways do speeches like this one lead the world into war?

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Document 8: Adolf Hitler on the Sudetenland

Step 1: Read


Step 2: Vocabulary


Step 3: Discussion




Step 5: Text Selection: The following document is from a speech that Adolf Hitler gave to the leaders of France, Britain and Czechoslovakia at the Munich Conference. It clearly states what he wants and why. He also lays down a very thinly veiled threat of warfare should the leaders of these countries not do as he wishes.

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Document 8: Adolf Hitler on the Sudetenland


“The condition of the Sudeten Germans is indescribable. It is sought to annihilate them. As human beings they are oppressed and scandalously treated in an intolerable fashion. . . . The depriving of these people of their rights must come to an end. . . I have stated that the Reich would not tolerate any further oppression of these three and a half million Germans, and I would ask the statesmen of foreign countries to be convinced that this is no mere form of words.”

Sudeten- from an area of Czechoslovakia known as Sudetenland

Annihilate- destroy

Oppressed- mistreated

Scandalously- disgraced

Intolerable- unbearable

Fashion- way

Depriving- not letting

Reich- German for “empire” the Nazis referred to themselves as the Third Reich

Teacher- before this reading it may be helpful to compare the land that Germany conquered at their height of power during WWI and what they lost due to the Treaty of Versailles. You may also choose to to have a post WWI map of Europe and highlight the Sudetenland so that the students can have a visual of the area that Hitler is referring to.

Describe the images that come to mind when you think of the Sudeten Germans being “oppressed and scandalously treated”.

What is Adolf Hitler asking for in this statement?

Why would Hitler be making a request to “foreign statesmen”?

Specifically, which countries might Hitler be appealing to?

What is meant when Hitler asks that “statesmen of foreign countries be

41

convinced that this is no mere forms of words”?

How might different countries react to this statement?

Teacher- now is a good time to introduce the idea of appeasement and discuss its causes and effects.

Essay Assessment: Write a response to the following question that includes and introduction, at least two body paragraphs and a conclusion.

What arguments does Adolf Hitler make for the return of the Sudetenland to Germany?


1. What country was the Sudetenland a part of?

2. What arguments does Hitler make for the return of the Sudetenland to Germany?

3. What was Britain and France’s reaction to Germany’s demands? Why?

4. Did Britain and France make the right decision why or why not?

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Document 9: Letter from The Mahatma (Mohandas Gandhi) to Adolf Hitler, 12/ 24/1940

Step 1: Read


Step 2: Vocabulary


Step 3: Discussion




Step 5: Text Selection: The following letter was written by The Mahatma to Adolf Hitler. In it, he essentially begs Hitler to follow his path of non-violence and non-cooperation to achieve his goals. He tells him that although he may appear to be successful now, that his methodology is fleeting.

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Document 9: Letter from The Mahatma (Mohandas Gandhi) to Adolf Hitler, 12/24/1940


December 24, 1940

DEAR FRIEND,

That I address you as a friend is no formality. I own no foes. My business in life has been for the past 33 years to enlist the friendship of the whole of humanity by befriending mankind, irrespective of race, colour or creed.

I hope you will have the time and desire to know how a good portion of humanity who have view living under the influence of that doctrine of universal friendship view your action. We have no doubt about your bravery or devotion to your fatherland, nor do we believe that you are the monster described by your opponents. But your own writings and pronouncements and those of your friends and admirers leave no room for doubt that many of your acts are monstrous and unbecoming of human dignity, especially in the estimation of men like me who believe in universal friendliness. Such are your humiliation of Czechoslovakia, the rape of Poland and the swallowing of Denmark. I am aware that

Formality- being rigidFoes- enemiesEnlist- to ask for supportHumanity- the human raceIrrespective- regardlessCreed- belief system

Humanity- the human raceDoctrine- set of guidelinesUniversal- worldwideFatherland- your homelandOpponents- enemiesUniversal- worldwidePronouncements-Admirers- followersUnbecoming- unfittingUniversal- worldwideCzechoslovakia- a country located in central/ eastern Europe (borders Germany)Rape- a hostile takeover

Poland- a country located in Eastern Europe (borders Germany)

Teacher Note- You may choose to use this letter during your Indian Independence Movement Unit or your World War II Unit.

Why would Mahatma Gandhi refer to Adolf Hitler as a “friend”?

Do, in fact Gandhi and Hitler have any similarities? If so, what?

In what ways does Gandhi attempt to flatter Hitler?

What reasons does Gandhi give to show disdain of Hitlers actions?

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your view of life regards such spoliations as virtuous acts. But we have been taught from childhood to regard them as acts degrading humanity. Hence we cannot possibly wish success to your arms.

But ours is a unique position. We resist British Imperialism no less than Nazism. If there is a difference, it is in degree. One-fifth of the human race has been brought under the British heel by means that will not bear scrutiny. Our resistance to it does not mean harm to the British people. We seek to convert them, not to defeat them on the battle-field. Ours is an unarmed revolt against the British rule. But whether we convert them or not, we are determined to make their rule impossible by non-violent non-co-operation. It is a method in its nature indefensible. It is based on the knowledge that no spoliator can compass his end without a certain degree of co-operation, willing or compulsory, of the victim. Our rulers may have our land and bodies but not our souls. They can have the former only by complete destruction of every Indian—man, woman and child. That all may not rise to that degree of heroism and that a fair amount of frightfulness can bend the back of revolt is true but the argument would be beside the point. For, if a fair number of men and women be found in India who would be

British Imperialism- primarily from the 1850s-1960s. A period in history when the British Empire conquered and forced much of both Africa and Asia into submission.

Nazism- A political doctrine created by Adolf Hitler. It supports aggressive militarism, heightened nationalism & blind support for their leader.

Bear- tolerateScrutiny- analysisconvert - changenon-co-operation- refusing to practice a law that is unjust.Indefensible- hard to supportspoliator – one who takes over other landscompass- achievecompulsory- mandatoryheroism - fearlessnessfrightfulness - horrorspoliators –one who takes over other landstyranny - cruelty spoliator

In what ways does Gandhi show sympathy towards Hitler and his cause?

How does Gandhi attempt to “fight” the British?

Teacher Note- It is important that students are well informed on Gandhi and the tactics that he used to gain independence from Britain. They should know his methodology and the reasons why he chose non-violence as opposed to a call to arms.

In what ways does Gandhi prove that he supports the end of castism and gender

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prepared without any ill will against the spoliators to lay down their lives rather than bend the knee to them, they would have shown the way to freedom from the tyranny of violence. I ask you to believe me when I say that you will find an unexpected number of such men and women in India. They have been having that training for the past 20 years.

We have been trying for the past half a century to throw off the British rule. The movement of independence has been never so strong as now. The most powerful political organization, I mean the Indian National Congress, is trying to achieve this end. We have attained a very fair measure of success through non-violent effort. We were groping for the right means to combat the most organized violence in the world which the British power represents. You have challenged it. It remains to be seen which is the better organized, the German or the British. We know what the British heel means for us and the non-European races of the world. But we would never wish to end the British rule with German aid. We have found in non-violence a force which, if organized, can without doubt match itself against a combination of all the most violent forces in the world. In non-violent technique, as I have said, there is no such thing as defeat. It is all ‘do or

Indian National Congress- an organization created to peacefully attain independence for India

groping - reachingcombat - fight

heel - force

discrimination?

What does Gandhi mean when he writes “ The British heel is meant for us and the non-European races of the world”?Is Gandhi accurate in that statement? Are the British only interested in destroying non-European cultures?

What examples does Gandhi give to show Hitler that he will never truly win? Do you agree with his analysis?

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die’ without killing or hurting. It can be used practically without money and obviously without the aid of science of destruction which you have brought to such perfection. It is a marvel to me that you do not see that it is nobody’s monopoly. If not the British, some other power will certainly improve upon your method and beat you with your own weapon. You are leaving no legacy to your people of which they would feel proud. They cannot take pride in a recital of cruel deed, however skillfully planned. I, therefore, appeal to you in the name of humanity to stop the war. You will lose nothing by referring all the matters of dispute between you and Great Britain to an international tribunal of your joint choice. If you attain success in the war, it will not prove that you were in the right. It will only prove that your power of destruction was greater. Whereas an award by an impartial tribunal will show as far as it is humanly possible which party was in the right.

You know that not long ago I made an appeal to every Briton to accept my method of non-violent resistance. I did it because the British know me as a friend though a rebel. I am a stranger to you and your people. I have not the courage to make you the appeal I made to every

marvel - wonder

monopoly- control

Legacy- remembrance

Recital- performanceAppeal - beg

Referring - mentioningDispute - argumentTribunal - committeeAttain - gain

Impartial Tribunal-an unbiased or neutral committee

Appeal- beg

What time of year did Gandhi choose to write his letter? How does he use this to help support his point?

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Briton. Not that it would not apply to you with the same force as to the British. But my present proposal is much simple because much more practical and familiar.

During this season when the hearts of the peoples of Europe yearn for peace, we have suspended even our own peaceful struggle. Is it too much to ask you to make an effort for peace during a time which may mean nothing to you personally but which must mean much to the millions of Europeans whose dumb cry for peace I hear, for my ears are attended to hearing the dumb millions? I had intended to address a joint appeal to you and Signor Mussolini, whom I had the privilege of meeting when I was in Rome during my visit to England as a delegate to the Round Table Conference. I hope that he will take this as addressed to him also with the necessary changes.

I am,

Your sincere friend,

M. K. GANDHI

Briton- a British personProposal - request

Practical- useful

Suspended - temporarily stopped

Dumb- unheard

Appeal- requestSignor Mussolini- The leader of Fascist Italy; an ally of Hitler

Delegate- member

In what ways does Gandhi show is “respect” for Adolf Hitler? In what ways does he show his disgust?

In Class Writing Assignment- this letter is a masterful example of the art of argument. Gandhi both flatters and insults Hitler in the same letter to make a solid point. Take a moment to envision Hitker as he reads this letter- what are his thoughts, his emotions, what would he tell his higher officers about this letter?

49

Essay Assessment:


How does Mohandas Gandhi attempt to change Adolf Hitler’s reactions with this letter?


1. The choice of language used by Gandhi to influence Hitler.

2. Explain whether you agree or disagree that Gandhi with Gandhi’s nonviolence to defeat your enemy

3. Speculate what you think Adolf Hitler’s reaction was upon receipt of this letter.

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Document 10: “Growing Up in Stalin’s Russia”Step 1: Read


Step 2: Vocabulary


Step 3: Discussion




Step 5: Text Selection: The following text is written by a young lady that writes of her ignorance of what was happening behind the massive parades idolizing her dear “father” Russia.

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Document 10: “Growing Up in Stalin’s Russia”


Growing Up in Stalin’s Russia

I never saw my grandfather again. My mother told me he had gone away for a long trip. I didn’t know that on that very night he had been arrested on a charge of high treason. I didn’t know that my mother stood night after night in that street with the beautiful name, Marine Silence Street, among thousands of other women who were also trying to find out whether their fathers, husbands, brothers, sonswere still alive. I was to learn all this later. . . . But at this time I knew nothing. I went with my father and mother to watch the holiday parades, organized worker’s demonstrations, and I would beg my father to lift me up a little higher. I wanted to catch sight of Stalin. And as I waved my small red flag, riding high in my father’s arms above that sea of heads, I hadthe feeling that Stalin was looking right at me. I was filled with a terrible envy of those children my age lucky enough to be chosen to hand bouquets of flowers to Stalin and

Treason- to betray your country

Demonstrations- protests

Envy- jealousy

Cult of Stalin’s personality- Soviets were bombarded with images, radio casts and

Under the reign of Stalin, Soviet people lived under a veil of secrecy. Cite two examples of this from the first paragraph.

In what ways did average Soviets demonstrate their love for Stalin?

In what ways did Stalin help to cultivate his image as a fatherly figure?

53

whom he gently patted on the head, smiling his famous smile into his famous mustache.

To explain away the cult of Stalin’s personality by saying simply that it was imposed by force is, to say the least, rather naive. There is no doubt that Stalin exercised a sort of hypnotic charm. Many genuine Bolsheviks who were arrested at that time utterly refused to believe that this had happened with his knowledge, still less on his personal instructions. Some of them, after being tortured, traced the words “Long live Stalin” in their own blood on the walls of their prison. Did the Russian people understand what was really happening? I think the broad masses did not. They sensed intuitively that something was wrong, but no one wanted to believe what he guessed at in his heart. It would have been too terrible.

The Russian people preferred to work rather than to think and to analyze. . . . They worked in a furious desperation, drowning with the thunder of machines, tractors, and bulldozers the cries that might have reached them across the barbed wire of Siberian GulagSource: “A Precocious Autobiography,” trans. Andrew R.MacAndrew, in Yevtushenko’s Reader (E. P. Dutton, 1972).

news articles glorifying Stalin. This was intended to create undying/unwavering love and adoration for Stalin

Imposed- enforced

Naïve- inexperiencedBolsheviks- early supporters of Soviet Communism

Intuitively- instinctively

Siberian (Siberia)- an area located in northern Russia. Known for its extremely cold temperatures and prison camps.

Gulag- hard labor prison.

According to the author, were people forced to” worship” Stalin? Give to examples from the text to support your answer.

Why “would it have been too terrible” to believe Stalin was anything but a savior?

How did Soviets attempt to cope with the bleak reality of Soviet life?

54

Essay Assessment:

Write a response to the following question that includes an introduction, several body paragraphs and a conclusion.

In what ways did people cope with the social and political changes under Josef Stalin?


1. Was Stalin able to deliver on his promise of a prosperous worker state? Explain your answer.

2. In what ways did people display their adoration of Stalin?

3. In what ways did people display their disproval of Stalin?

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Bibliography

1. The Dual Mandate in British Tropical Africa, Archon Books, 1922

2. Letter of Millard Fillmore, President of the United States of America, to His Imperial Majesty, the Emperor of Japan, November 13, 1852. – Public Domain

3. From a Speech to the Parliament of Piedmont: Count Camillo Di Cavour, 1855- Public Domain

4. Telegram to Wilhelm II from Czar Nicholas II July 29, 1914, 1:00 A.M- Public Domain

5. Excerpt adapted from Fordham.edu Vladimir Lenin: Call to Power, October 24, 1917

6. "Massacre of the Armenians.” available at: http://www.eyewitnesstohistory.com/armenianmassacre.htm. 4 July, 2012

7. General Hasimoto Kingaro “Address to Young Men”

8. “Sudetenland”- Public Domain

9. Letter from The Mahatma (Mohandas Gandhi) to Adolf Hitler. December 24, 1940- Public Domain

10. “Growing Up in Stalin’s Russia” adapted from : “A Precocious Autobiography,” trans. Andrew R. MacAndrew, in Yevtushenko’s Reader (E. P. Dutton, 1972).

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http://www.eyewitnesstohistory.com/armenianmassacre.htm

Documents

archivecurrikicdn.s3-us-west-2.amazonaws.com · Web viewThis Social Studies Common Core CAP is intended to create units of lessons that align with the Common Core. It will make use