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Mr. Gabe Romero » World History

World History

All World History assignments and information for can be found on our class website.
 

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Unit 7 Primary Source Assignment

 Claiming Responsibility: Understanding the Rise and Popularity of Hitler
 
 Overview | Did the German people elevate Hitler, or did Hitler victimize the Germans? How do historians formulate claims about complex historical events? In this lesson, you will consider competing historical claims about responsibility for the rise of Adolf Hitler and then examine primary sources to generate and support their own historical claims. You will also consider what the significance of these claims might be for contemporary society.

Materials |  Staking a Historical Claim(PDF)

Hitler's Victory Parade in Berlin

What is happening in this film? What does it tell you about the time and place that it depicts? What more do you want to know about the setting and context? What have you learned previously about Hitler and Nazi Germany? What perspective does this film give you on Hitler and his supporters? What questions do you have? And finally: How and why do you think Hitler was able to become so popular in Germany?

Related | In the article “Hitler Exhibition Explores a Wider Circle of Guilt,” Michael Slackman discusses an exhibition at the German Historical Museum in Berlin that focuses on the society that gave rise to Hitler:

 

Questions | For discussion and reading comprehension:

  1. What does it mean that the exhibition is “intentionally prosaic”? Why was it designed that way?
  2. What is the message of the exhibition? Is this a new way for you to think about Hitler and pre-World War II Germany?
  3. Why does the curator of the exhibition think that Germans today need to hear this particular story about Hitler and the Germans who supported him? Do you think the message of this exhibition could be valuable for people in your community? Why or why not?
  4. Why does Hans-Ulrich Thamer believe that extremists need to be isolated from society? Do you agree? Why or why not?
  5. Klaus Peter Triebel says, “Our teachers in the past were integrated in that system.” What system is he talking about? What role does education play in how we remember history? Why does it matter how teachers tell the story of Hitler?
 

Activity | “Hitler did not corral the Germans as much as the Germans elevated Hitler” and “The Germans were the first victims of Hitler.” These statements are competing historical claims about the German people’s responsibility in promoting the rise of Hitler. Your task is to examine historical evidence and then make historical claims supported by that evidence.

You will examine primary source evidence in the form of videos, images, artifacts and historical newspaper articles. Using the evidence that is collected, you will then make their own historical claims about the extent to which the German people were responsible for the rise of Hitler.

On Friday, March 23, 2018, the class will come together to engage in a round-table session at which all groups of historians will present their claims and supporting evidence and engage in discussion about the significance of their findings for contemporary society.

Here are some links to collect evidence and develop a claim:

Use the  Staking a Historical Claim handout (PDF) to collect primary source evidence and formulate a historical claim and to generate further ideas and questions.

 

 

All Things Considered.

One curator said the message was arguably more vital for Germany now than at any time in the past six decades, as rising nationalism, more open hostility to immigrants and a generational disconnect from the events of the Nazi era have older Germans concerned about repeating the past.

 

WW1 Project

WORLD WAR I MAJOR EVENTS BROCHURE ACTIVITY
Directions: The purpose of this assignment is to gain a better understanding of how America was involved in World War I. For this assignment you will create a brochure that explores some of the major events of World War I. You will report on at least four major events. The brochure should be organized on a trifold poster board and address each of the questions below. Include pictures and/or drawings for each of the events that are covered in your presentation.
 
Possible Events: Propaganda dissemination, the Zimmermann Telegram, the Sinking of The Lusitania, the Formation of the League of Nations, President Wilson’s 14 Points, the Signing of the Treaty of Versailles, the Selective Service Act etc.
1. Where did this event take place?
2. Was there any specific technology used in this event?
3. What was the outcome of the event?
4. When did this event take place?
5. How did this event affect the outcome of the overall war?
6. Which nations were involved in this event?
7. Why was this event important?
8. Who was involved in this event?
 
WORLD WAR I NEWSPAPER ACTIVITY
Directions: Students are to create a 3-dimensional newspaper using an empty cereal box. On the front of the box students are to include at least two stories and an attention-getting headline that address the political, economic, and military aspects of the war. Be sure to include a visual representation of the stories. In addition, on one side of the box students should include advertisements from the time period, and on the other side students should include an editorial column. On the back of the cereal box students should include at least three stories that cover the social issues of the day taken from the perspective of ordinary Americans. Students can use Chronicling America to look for examples of newspapers from the time period.
 
Students should also incorporate the following guidelines into the creation of their newspapers:
-Attention-getting headlines, colorful graphics & pictures
-A strong lead-containing 5 W’s and H (who, what, when, where, why, and how)
-Quotations (we like to hear what others have to say about the topic of the story)
-True, accurate facts
-A strong summary
-Information presented from most to least important
-Source citations for validity and reliability Edit your work, checking to see that all required parts (listed above) are included and verifying that you have used the following in your writing style:
-Active voice
-Precise, concise wording
-Interesting and varied word choices
-Unbiased reporting
 
 

Unit 3 Industrial Revolution Due Dates

Monday - 1-3 Notebook 11/13/17 
Tuesday 11/14/17 Soft Due Date 4, Primary Sources, Cover Page.  Hard Due Date Friday 11/17/17
Industrial Revolution Summative Assessment 11/14/17 Even Classes  11/15/17 Odd Classes
 

First Quarter ends this Thursday

Unit 2 Notebook Due 1-3 Thursday 10/5/17 will count towards 1st quarter.

September 11-15 2017

Monday/Tuesday-Soft Due date for Notebooks. Cover Page. Section 4. Section 5-Primary Sources
Wednesday/Thursday- Unit 1 Summative Assessment
Friday- Notebook Hard Due date. Socratic Seminar