CONSEJERÍA DE EDUCACIÓN Dirección General de Participación e innovación Educativa Identificación del material AICLE
TÍTULO The interwar period
NIVEL LINGÜÍSTICO A.2.2. SEGÚN MCER
IDIOMA Inglés
ÁREA / MATERIA Ciencias Sociales (Geografía e Historia)
NÚCLEO TEMÁTICO Historia del mundo contemporáneo
La unidad analiza el período que va desde 1917 hasta 1939 contextualizando el tema en la Alemania de entreguerras. El recorrido se detiene especialmente en la Revolución Rusa, los felices años veinte, la crisis de 1929, y el auge de los GUIÓN TEMÁTICO fascismos en los años treinta. Se hace hincapié en la situación de las mujeres a lo largo del período, así como en la violación de de derechos humanos llevada a cabo en la Alemania nazi.
FORMATO Material didáctico en formato PDF
CORRESPONDENCIA 4º de Educación Secundaria CURRICULAR
AUTORÍA Antonio Rus Martínez
La unidad requiere, al menos, de 11 sesiones para llevarse a cabo en su to- talidad: Sesión 1: Análisis del collage de la portada, actividades iniciales de motivación y bibliografía de Hitler. TEMPORALIZACIÓN Sesiones 2 y 3: La Revolución Rusa. APROXIMADA Sesiones 4, 5 y 6: Los años 20. Sesiones 7 y 8: Los años 30. Sesiones9 y 10: Proyecto. Sesion 11: What I have learned y Final activities.
- Competencia en comunicación lingüística (uso del lenguaje tanto hablado como escrito) - Competencia digital y tratamiento de la información (realización del proyecto), COMPETENCIAS - Competencia social y ciudadana (toma de conciencia de la importancia del BÁSICAS sistema democrático - Competencia para la autonomía e iniciativa personal (desarrollo de un criterio propio y de un espíritu crítico ante los totalitarismos).
La unidad está pensada para trabajarla en su conjunto, pero también con la OBSERVACIONES opción de hacer cada parte de forma independiente.
Material AICLE. 4º de ESO: The interwar period 3 Tabla de programación AICLE
- Asumir responsablemente sus deberes, conocer y ejercer sus derechos en el respeto a los demás, practicar la tolerancia, la cooperación y la solidaridad entre las perso- nas y grupos, ejercitarse en el diálogo afianzando los derechos humanos como va- lores comunes de una sociedad plural y prepararse para el ejercicio de la ciudadanía OBJETIVOS democrática - Valorar y respetar la diferencia de sexos y la igualdad de derechos y oportunidades entre ellos - Desarrollar destrezas básicas en la utilización de las fuentes de información para, con sentido crítico, adquirir nuevos conocimientos
- Bloque 2. Bases históricas de la sociedad actual CONTENIDOS DE - Grandes cambios y conflictos en la primera mitad del XX. Imperialismo, CURSO / CICLO guerra y revolución social
- Adolph Hitler y la Alemania Nazi - La Revolución rusa - Los felices años 20 y el cambio en el rol de la mujer TEMA - La crisis de 1929 - El auge de los fascismos en los años 30 - La violación de derechos humanos en la Alemania nazi
- Definir conceptos - Describir imágenes - Dar opiniones razonadas - Resumir textos MODELOS - Tomar notas tras un listening o una explicación DISCURSIVOS - Clasificar conceptos - Explicar las causas y las consecuencias de las tres revoluciones rusas y de la crisis de 1929 - Buscar la información sobre un personaje histórico para hacer su biografía - Exponer oralmente la información obtenida tras una búsqueda
- Debate sobre el comunismo y sus aspectos positivos y negativos - Resumen de las ideas principales de un texto sobre los años 20 TAREAS - Toma de apuntes mientras el profesor explica - Eje cronológico a realizar sobre los años 20 y sobre los años 30
FUNCIONES: ESTRUCTURAS: LÉXICO: - Diálogo en equipo - Para el diálogo (Did you find Names, Jew, Tsar... para la realización ______?, Look, Adjectives de actividades. ______’s here.) Anti-Semitic... CONTENIDOS - Comentario y - Para la descripción del rostro Verbs LINGÜÍSTICOS descripción de im- de Hitler: To rise... ágenes y documen- -He has + (adjective) + (noun) Expresions tos históricos. -He is + adjective. “Coup de etat”... - Estructuración de - Para la estructuración de un Phrasal verbs un relato. relato (It follows, therefore, that) Took over...
- Identificar las causas y consecuencias de hechos y procesos históricos significativos estableciendo conexiones entre ellas y reconociendo la causalidad múltiple que comportan los hechos sociales CRITERIOS DE - Caracterizar y situar en el tiempo y en el espacio las grandes transformaciones y EVALUACIÓN conflictos mundiales que han tenido lugar en el siglo XX y aplicar este conocimiento a la comprensión de algunos de los problemas internacionales más destacados de la actualidad
4 Material AICLE. 4º de ESO: The interwar period
Observe and think!
1. What does the symbol on the left represent? How about the one on the right? 2. What do you think the picture in the middle represents? What happened in 1929? 3. What is the idea behind the collage?
In this unit we are going to study the period between the two world wars. We will study it through the biography of the time period’s major figure, Adolf Hitler. Once we study the aspects that are most relevant of this fascinating time period, the class will then divide into groups to work on how the diverse events between the years 1917-1939 had an impact on the lives of other protagonists during this time period.
1. Adolph Hitler (1889 –1918) 2. The Russian Revolution 3. Adolph Hitler and the Zazis (1918-1930) 4. The 1920s 5. Adolph Hitler and the Nazis (1930-1939) 6. The 1930s 7. Adolph Hitler (1939-1945) 8. Project. 9. Final activities. 10. What I have learned. 11. Links and bibliographies. 12. Teacher version worksheet.
Material AICLE. 4º de ESO: The interwar period 5 THINK!!
"THEY CAME FIRST for the Reds, and I didn't speak up because I wasn't a Red.
THEN THEY CAME for the Blues, and I didn't speak up because I wasn't a Blue.
THEN THEY CAME for the Pinks, and I didn't speak up because I wasn't a Pink.
THEN THEY CAME for the Yellows, and I didn't speak up because I wasn't a Yellow.
THEN THEY CAME for the Greens, and I didn't speak up because I wasn't a Green.
THEN THEY CAME for the Purples, and I didn't speak up because I wasn't a Purple.
THEN THEY CAME for me and by that time no one was left to speak up."
Inspired by "First they came ..." Pastor Martin Niemöller
6 Material AICLE. 4º de ESO: The interwar period Search for a picture of Adolph Hitler. You will see the appearance of one of the most destructive politician of the 20th century.
DESCRIBE HIS PHYSICAL APPEARANCE
- He has + (adjective) + (noun)
- He is + adjective.
- He has a ______face, a ______nose, he has ______eyes... eyebrows, mouth, lips..., he has ______hair, he’s got a ______figure
- He looks… (Handsome, good- looking, ugly...)
HOW WOULD YOU DESCRIBE HIS PERSONALITY?
- He looks... (happy, sad, worried, dangerous, ...)
- I think he was a ______person because...
Some scientific studies say that one quarter of a second of visual. Exposure is sufficient for the apprehension of a person’s character. But, can the evil in Hitler actually be visualized? Was Hitler evil or just mentally ill?
What do you think of the following description? “From the first moment on his eyes fascinated me. They were clear and big, calm and confidently fixed on me. But his gaze did not come from his eyeball, it came from much further in, I thought perhaps from infinity. One couldn’t read those eyes. But they spoke, they wanted to speak. They didn’t ask, they talked.” Otto Wagener, Adolf Hitler’s economic advisor
Material AICLE. 4º de ESO: The interwar period 7 A BIOGRAPHY OF ADOLF HITLER (1889-1939)
KEY VOCABULARY Look at these words bellow. Listen and repeat the pronunciation. Later, read the definitions.
ADOLF HITLER (1889 –1918)
Customs: Duties or taxes imposed on imported and exported goods. To follow in his Footsteps: To carry on the behavior, work, or tradition of… Tore (simple past for the verb “to tear”): to divide. Expelled: To force to leave. To reject: To refuse to accept. Homeless: Having no home. Charity soup-kitchens: A place where food and drink is served to the needy.
ADOLPH HITLER (1918-1930 )
Jew: An adherent of Judaism as a religion or culture. Prophet: A person who speaks by divine inspiration. Anti-Semitic: Prejudiced against or hostile to Jews. Rose: Past tense of rise. Staged: To arrange and carry out. Coup de etat: is the sudden overthrow of a government usually by the military. Putsch: A sudden attempt by a group to overthrow a government.
ADOLPH HITLER (1930-1939)
The blame: To hold responsible. Banned (To ban): To prohibit especially by official decree. Took control (To take control): To assume control. Motorways: A main road for fast-moving traffic. Sacked (to sack): To direct or allow to leave.
ADOLPH HITLER (1939-1945) Stepped up: Increased. Threat: One that is regarded as a possible danger. Legacy: An inheritance. Engraved (To engrave): To carve into a block or surface used for printing.
8 Material AICLE. 4º de ESO: The interwar period
1. ADOLF HITLER (1889 –1918)
Adolf Hitler was born on April 20th 1889 in Braunau-am-Inn, Austria. The town is near to the Austro-German border, and his father, Alois, worked as a customs officer on the border crossing. Hitler was close to his mother, Klara, but had a troubled relationship with his authoritarian father, who frequently beat him. Alois wanted his son to follow in his footsteps as an Austrian customs official, but Adolf didn’t want to. Hitler as a baby
After Alois' sudden death on 3 January 1903, Hitler's behaviour at the school became worse. He entered the Realschule (a type of secondary school) in 1904, but when he was going to complete his second year, he and his friends went out for a night of celebration and drinking, and an intoxicated Hitler tore his school certificate into four pieces and used it as toilet paper. Hitler was expelled, never to return to school again.
Hitler had the ambition to become an artist and he applied for admission to the Vienna Academy of Fine Arts. But he was rejected twice (1907–1908), citing "unfitness for painting". On 21 December 1907, Hitler's mother died of breast cancer. Adolf was nineteen and moved to Vienna. Within a year he was living in homeless shelters and eating at charity soup-kitchens. He didn’t want a regular job, so he sold some of his paintings to earn The Courtyard of the Old Residency in money. Munich, by Adolf Hitler, 1914
At the begining of the FIRST WORLD WAR, in 1914, he volunteered for service in the German army. Hitler fought in the war and was promoted and decorated for bravery, becoming a passionate German patriot. Hitler found the war to be 'the greatest of all experiences'. Hitler in the German Army sitting at right.
After the war, there was a revolution in Germany that Hitler didn’t like because it was inspired by communist ideas. But the German Revolution failed to take control as the Bolsheviks did in Russia (THE RUSSIAN REVOLUTION).
Material AICLE. 4º de ESO: The interwar period 9 2. The Russian Revolution
Observe and think 1. What does the first picture represent? 2. The second picture is called “Soviet revolutionaries: Trotsky, Lenin, Gorky, and Stalin”. Do you know what a soviet is? Who were Lenin and Stalin? 3. Can you define Revolution? How about Communism?
Key vocabulary Look at these words bellow. First, listen and repeat the pronunciation. Later, match the words to their definition.
- Backward: A. A heavily armoured warship. - Tsar: B. To prohibit especially by official decree. - Battleship: C. The shedding of blood, especially the injury - Crew: or killing of people. - Mutiny: D. An act or statement of defiance. - To challenge: E. Open rebellion against constituted authority. - Bloodshed: F. All personnel operating aboard a ship. - Banned: G. The emperor of Russia.
PHRASAL VERBS - Took over (To take over): to assume; - Took away (To take away): to remove.
10 Material AICLE. 4º de ESO: The interwar period
In 1900 Russia was a backward country compared with western Europe. It was something like France before the French Revolution. The common people had no rights and lived like slaves, while the tsar had all the power. This situation provoked rebellion in 1905.
Did you know?
There is a silent film called The Battleship Potyomkin (Sergei Eisenstein, 1925) that presents a dramatised version of the mutiny that occurred in 1905, when the crew of the Russian battleship Potemkin rebelled against their officers of the Tsarist regime. The most celebrated scene is the massacre of civilians on the Odessa Steps, in which the Tsar's Cossacks march down a seemingly endless flight of steps. This scene is fictional, presumably created by Eisenstein for its dramatic effect, as well as for propaganda and to demonise the Tsar and the Imperial regime.
1. Describe every still (shot).
Boots/Tsarist soldiers/Odessa steps To point
Carriage/to fall down Wide shot/massacre/
2. What do you think Einstein tryed to say with Odessa Steps´ scene?
Material AICLE. 4º de ESO: The interwar period 11
After the rebellion of 1905, Tsar Nicholas II promised a more democratic government creating a lawmaking body called the Duma. However, the tsar still had most of the power.
February Revolution
In 1917, with Russians suffering in the First World War, the situation got worse. Russia was short of food and fuel for the cold winter. In the capital city of Petrograd (now Saint Petersburg), angry people protested the hard conditions. The army joined the protesters instead of stopping them. In February, Tsar
Nicholas abdicated. Wounded Russian soldiers retreating from the front. A committee of the Duma appointed a temporary government to replace the tsar. This government was unable to solve Russia's problems. A group of workers and soldiers (the workers’ councils, called soviet), rose to challenge the government. The group was called the Petrograd Soviet. Other soviets soon appeared in other cities. As the government grew weaker, the soviets grew stronger. Several different political parties fought for control of the soviets. Eventually, the party called the Bolsheviks came out on top. Their slogan of “peace, land, and bread” made them popular. Vladimir Lenin led the Bolsheviks.
Lenin and the October Revolution
In October 1917 the Bolsheviks took over the government with very little bloodshed. Soon a new government was formed, with Lenin as its leader. The Bolsheviks believed in Communism. They thought that there would be no more rich and poor, no masters and servants: everyone would be equal. All the properties would be owned by the state (“nationalised”)
Bolshevik (1920), by Boris Kustodiev.
The Bolsheviks took away everything that the tsar's family had owned. They also improved conditions for workers and made peace with the Germans. They fought and won a civil war against the supporters of the Tsar, killing the tsar and his family. In 1922 they gave the country a new name: the Union of Soviet Socialist Republics.
Russia under Stalin
Lenin died in 1924, and Stalin became the new leader. He increased the power of the Party and banned all other parties. By 1930 he was more powerful than the tsar had been. He built up a huge, efficient secret police, and his rule was based on fear. He ordered millions of people to be killed or sent to prison camps in Siberia. Even though he turned Russia into a modern industrial state, the common people were no better. Only Party officials lived well.
Joseph Stalin.
12 Material AICLE. 4º de ESO: The interwar period
1. Complete with information from the text.
Why did the revolution happen?
What were the consequences of the revolution?
Why did the revolution happen?
What were the consequences of the revolution?
Why did the revolution happen?
What were the consequences of the revolution?
Material AICLE. 4º de ESO: The interwar period 13 2. Who was the Tsar of Russia at the time of the revolution? 3. What was the capital of Russia? 4. Who lead the October revolution in Russia? Find out about him.
5. Read the definitions and decide what they refer to.
- A lawmaking body. ______- A member of a Marxist-Leninist party or a supporter of one. ______- They thought that there would be no more rich and poor. ______- All the properties would be owned by the state. ______- The workers’ councils. ______
6. What happened after Lenin’s death?
7. What do you think of Stalin's political?
8. Describe the pictures. What are the good and bad points of Russian revolution?
GOOD POINTS BAD POINTS
“Lenin Cleanses the Earth of Filth” by Viktor Deni Statue of Stalin.
14 Material AICLE. 4º de ESO: The interwar period
Let’s debate!!!
Divide your class into two teams. Assign one team to be FOR and one team to be AGAINST Communism. Instruct teams to nominate a team CAPTAIN. Then, follow the following steps:
Clear statement of main idea in opening statement Gathers the main arguments into an introductory statement. Does not give specific information; just says "this is true because of A and B and C."
Topic Presenters Present the main arguments for the team. Each presenter give specific details that prove A and B and C.
Rebuttal Presenters Answer the arguments of the other team. These presenters must take notes as the other team is presenting their arguments and respond to every argument, using specific information to disprove them.
Closing Statement Presenter Presents the closing arguments for the team. Repeats the main idea for this and this and this reasons.
Debate Rules - Respecting the views of others. - You must raise your hand if it's not your time to speak. - Teams lose 1 point for each interruption. - Teams lose 1 point for whispering while another speaker is talking.
Times Opening statements for both sides = 1 minute each. Arguments for both sides = 3 minutes each. Rebuttal conference = 3 minutes. Closing statements for both sides = 3 minutes each.
Material AICLE. 4º de ESO: The interwar period 15
- Debate topic: Communism, Good or Bad? - Name of the team: - Capitan: - Team member names:
PRO OR CON (circle one) RATE Main idea A. (It is good or bad B. because…) C. Topic Presenters A. (give specific details that prove A and B and C) B.
C.
Rebuttal A. Presenters (Answer the arguments of the other team) B.
C.
Closing Statement Presenter (Presents the closing arguments for the team)
TOTAL
16 Material AICLE. 4º de ESO: The interwar period
3. ADOLPH HITLER AND THE NAZIS (1918-1930 )
Hitler disagreed with the socialist belief in equality. He saw socialism as part of a Jewish conspiracy. Many of the socialist leaders in Germany and of the Revolution in Russia were Jews, as well as Karl Marx, the prophet of socialism.
After the war, when Hitler returned to his regiment back in Munich, a parliamentary republic was established in Germany (The Weimar Republic). In 1919, Hitler attended his first meeting of the German Workers’ party, an anti-Semitic, nationalist group. He quickly rose through the ranks and, by 1921, was the leader of the re-named National Socialist German Workers’ Party (NSDAP, Nazi). One change suggested by Hitler concerned adding "Socialist" to get more popular among the workers.
Drawing of Hitler, 1923
Hitler's reputation as an orator grew. During the summer of 1920, Hitler chose the swastika as the Nazi party emblem. On November 8th and 9th, 1923, Hitler staged the Nazi Beer Hall Putsch. The Nazi Party had copied Italy's fascists in appearance and had adopted some of their policies, and in 1923, Hitler wanted to emulate Benito Mussolini's "March on Rome" by staging his own "Campaign in Berlin". He staged a coup de etat in Munich to remove the Weimar Republic from power. However, he was arrested by the police and sentenced to five years in prison. With all of the free time in prison, Hitler decided to writte a novel on his political beliefs and life, naming it "Mein Kampf” (My Struggle).
After 1925 he rebuilt the Nazi Party, deciding he had to obtain power by democracy rather than by force. But it was not until the WALL STREET CRASH in 1929 that the Nazis were able to attract significant followers. As more people lost their jobs, the Nazis won more votes. By 1930, the Nazis had around 6.5 million votes. At this time Hitler also began to win over the support of both the army and the big industrialists, the latter contributing substantially to the finances of the Nazi Party. Germany's period of liberal Adolf Hitler (left), standing up behind democracy, as in others europeans countries, Hermann Göring at a Nazi rally in Nuremberg, 1928 was goint to last litter: just during THE 1920s.
Material AICLE. 4º de ESO: The interwar period 17 4. The 1920s
1. Complete the timeline bellow. First Commercial Radio Broadcast AiredExtreme Inflation in Germany Bubble Gum, sliced Bread iInvented The First Talking Movie First Academy Awards Penicillin Discovered BBC Founded Hitler Publishes Mein Kampf Milne Publishes Winnie-the-Pooh Ruhr Occupied by French and Belgian Forces Kellogg-Briand Treaty Outlaws War V.I. Lenin Dies Mussolini Marches on Rome Byrd and Bennett Fly Over South Pole League of Nations Established Talking Movies Invented Stock Market Crashes A Woman Swims the English Channel First Mickey Mouse Cartoon Hitler Jailed After Failed Coup Insulin Discovered Women Granted the Right to Vote in U.S.
1920
1921
1922
1923
1924
1925
1926
1927
1928
1929
18 Material AICLE. 4º de ESO: The interwar period LISTENING
1. Predicting the topic. Now your teacher/asistant will read a text you will analyze later. Circle the words you hear as your teacher reads.
Dictatorship Democracies Problems Death Rebuilding Birth Recovery opulation Economic development Stalin Crash Revolution 1929 Soviet Prosperous 1920s Tsar Nazi Party League of Nations Banned Communism Emperor
Can you predict what is about?
2. NOTE-TAKING versus NOTE-MAKING
Listening comprehension NOTE-TAKING versus NOTE-MAKING
Note taking is when you are reading or hearing something for the first time and you are trying to get the information so that you can use it later.
Note-making is when you return to these notes and make more notes on them. This means you annotate them, put things into your own words or summarise them and highlight key points.
Material AICLE. 4º de ESO: The interwar period 19 2.1. NOTE TAKING ACTIVITY. Listen to your teacher/assistant while he/she explains A summary of the 1920s and take notes.
After the World War 1, Britain, the U.S.A. and most countries in Europe were ______, but ______
______.
Europe spent these years ______and ______the cost of the conflict.
On the other hand, the United States were living ______
______(Roaring Twenties).
The economy of the United States was ______.
Germany could no longer afford war payments because ______
______.
Wall Street invested heavily in European debts to ______
______.
That way, by the middle of the decade, ______started in Europe, and the Roaring Twenties broke out in Germany, Britain and France (known as the "Golden Twenties").
Democratic governments failed to solve ______.
The consequences of the Wall Street Crash in October 1929 were:
1. ______
2. ______
3. ______
The League of Nations (precursor to the United Nations) failed because
20 Material AICLE. 4º de ESO: The interwar period 2.2. Now, you can read the text and check your notes.
A summary of the 1920s
After the World War 1, Britain, the U.S.A. and most countries in Europe were democracies, but the problems these governments had to face were huge.
Europe spent these years rebuilding and recovering the cost of the conflict. On the other hand, the United States were living economic development (Roaring Twenties). The economy of the United States became increasingly conected with that of Europe. When Germany could no longer afford war payments because of the enormous debt caused by the war as well as the Treaty of Versailles, Wall Street invested heavily in European debts to keep the European economy afloat as a large consumer market for American mass produced goods. That way, by the middle of the decade, economic development started in Europe, and the Roaring Twenties broke out in Germany, Britain and France (known as the "Golden Twenties").
But democratic governments failed to solve people’s problems. The devastating Wall Street Crash in October 1929 finished the prosperous 1920s, leading to severe economic problems and, in the long term, favour the rise of the Nazi Party. Some people turn to communism, represented by Soviet Russia, and others to the rise of the far right and fascism. The League of Nations (precursor to the United Nations), created in 1919–1920 to bring stability, failed its primary purpose to avoid any future world war. The League was undermined by the bellicosity of Nazi Germany, Imperial Japan, and Mussolini's Italy, and by the non- participation of the United States, leading many to question its effectiveness and legitimacy.
Caption: The Gap in the Bridge. Cartoon about the absence of the USA from the League of Nations, depicted as the missing keystone of the arch.
Material AICLE. 4º de ESO: The interwar period 21 2.3. NOTE MAKING ACTIVITY. Now, combine your notes and the text given, towrite a summary. The following stages may be useful:
1. Select the main ideas. 2. Delete most details and unimportant information. 3. Find alternative words/synonyms for these complicated words/phrases, but do not change specialised vocabulary. 4. Reduce complex sentences to simple sentences. 5. Don’t forget to explain the reasons (because) and to structure the sentences well (It is a…, It follows, therefore, that...). 6. Check your work. Make sure your purpose is clear, the meaning is the same, and the style is your own.
My own summary of the 1920s
22 Material AICLE. 4º de ESO: The interwar period
The Roaring Twenties is a phrase used to describe the 1920s, principally in North America. The people wanted to forget the war and have a good time. Living standards rose in the 1920s, the age of jazz, nightclubs and cinema. The decade was characterized by technological progress, financial excesses, unprecedented industrial growth, accelerated consumer demand and changes in lifestyle.
1. Match the sentences to the matching picture.
At the beginning of the decade, films were silent and colorless. In 1922, the first all-color feature was released. In 1927, The Jazz Singer was the first sound feature to include limited talking sequences. The picture shows the premiere. Radio became the first mass broadcasting medium. Radio advertising became the grandstand for mass marketing. Its economic importance led to the mass culture that has dominated society since. The Chrysler Building is an Art Deco skyscraper in New York City. Standing at 319 metres, it was the world's tallest building before it was surpassed by the Empire State Building in 1931. Before the war, cars were a luxury. In the 1920s, mass-produced vehicles became common. By 1927, Ford ended the Model T after selling 15 million of them. Josephine Baker dancing the Charleston at the Folies Bergère, Paris, in 1926. The King & Carter Jazzing Orchestra photographed in Houston, Texas, 1921. Material AICLE. 4º de ESO: The interwar period 23
The 1920s saw significant change in the lives of women. World War I had temporarily allowed women to enter into industries, which were once inappropriate work for women. After 1918, more women went out to work and felt a new sense of freedom. Read the following texts. Use a dictionary for the words you don’t understand.
Machines such us vacuum cleaners Working brought women greater independence as well made household tasks easier. as higher salaries.
In the 1920s, a new woman was born. She smoked, drank, danced, and voted. She cut her hair, wore make-up, drive automobiles and went to petting parties. She was giddy and took risks. She was a flapper.
Actress Evelyn Brent's exaggerated lipline.
Cosmetics, which until the 1920s was not typically accepted in American society because of its association with prostitution became, for the "Where there's smoke there's fire" by Russell Patterson, showing a fashionably first time, extremely dressed flapper in the 1920s. At right, Judge magazine 1927. popular. What are the following women doing?
24 Material AICLE. 4º de ESO: The interwar period
1. Why the role of some women changed in the twenties?
2. Analyse the following advertisement.
Advertisement for the Federal School of Commercial Designing (1917)
AMBITIOUS GIRL! Better sign up now, because the boys are all going "Over There," and soon you'll have to support yourself. But don't worry: even a girl can earn as much as a man, by becoming a graphic designer.
A. What is it about?
B. Do you agree with the sentence “even a girl can earn as much as a man”? Why?
C. Do you think women have to support themselves? Why?
3. Are you ready to walk in someone else’s shoes? Imagine what it would be like to live being a flapper in the Roaring Twenties. Choose a name, age, civil state, city, economic class, job… and describe your daily routine on a Friday.
My name is
Material AICLE. 4º de ESO: The interwar period 25
DESCRIBE THE CHART
The chart shows… From…to…the unemployment… …increases…decreases (falls) …remains more or less stable
CAN YOU TELL WHY DID UNEMPLOYMENT INCREASE IN THE THIRTIES?
Look at these words bellow. Listen and repeat. Then read the definitions.
Fall To drop or come down. To invest To spend money or capital in order to gain a benefit. Crash To break violently or noisily. Stocks and shares Plain and simple, stock is a share in the ownership of a company. As you acquire more stock, your ownership stake in the company becomes greater. Whether you say shares or stock, it all means the same thing. Wealth An abundance of valuable material possessions or resources; riches. Investor A person who invests money. Investment The act of investing. Profit Benefit.
26 Material AICLE. 4º de ESO: The interwar period
1. Fill the text with the suitable word from the box:
The Roaring Twenties was a time of ______and excess that couldn’t last forever. One way of making money during the 1920s was to buy ______and ______. Prices of these ______and ______constantly went up and so ______kept them for a short-term period and then sold them at a good ______. As with consumer goods, such as motor cars and washing machines, it was possible to buy ______and ______on credit. This enabled speculators to sell off ______at a ______before paying what they owed. In this way it was possible to make a considerable amount of money without a great deal of ______.
In an article entitled Everybody Ought to be Rich, John Jaskob claimed that by investing $15 a month in stocks and shares it would be possible to make $80,000 over the
Growing rich: if only it were that simple! next 20 years.
But thisBut prosperity this prosperity couldn't couldn’t last forever last forever and inand 1929 in came1929 the cameWall Streetthe Wall _____ Street. The _____. value The of value ______of and ______andin the ______U.S.A. in took the U.S.A.a sudden took a____ sudden. The prices____. _____ The dra pricesmatically _____ as dramatically sellers tried as to sellers find peopletried to tobuy find their people______.to The buy"Black their Tuesday", ______. The October“Black 29, Tuesday”,about 16 Octobermillion shares 29, about were 16sold. million The marketshares had lost were 47 sold.per cent The marketof its value had in lost twenty 47 per-six cent of its value in twenty-six days. days.
The effectsThe effects spread spread quickly. quickly. Banks Banks and and business collapsed. People who had been rich suddenly collapsed.had nothing.People who 100,000 had American been rich companies suddenly had nothing.were forced 100,000 to close American and consequently companies manywere forcedworkers to close became and consequentlyunemployed. many workers became unemployed. The ______led to the Great Depression, a The ______period led of economic to the Great decline Depression in the industrialized, a period of economicnations. decline America in the who industrialized had lent money nations. to AmericaGermany who had wanted lent moneyit all back. to Germany Trade _____, wanted and it all back.by 1932 Trade there _____ were, and 3 millionby 1932 unemployed there were in3 Crowd gathering on Wall Street after millionBritain, unemployed 6 million in in Britain, Germany, 6 million and in13 G millionermany, in the U.S.A. the 1929 crash and 13 million in the U.S.A. Crowd gathering on Wall Street after the 1929 crash
Material AICLE. 4º de ESO: The interwar period 27 2. Summarise the Wall Street Crash using your own words. Highlight key points.
Why did the Wall Street Crash happen? HOW
DID ? In 1929…
The "Black Tuesday", October 29,…
What were the consequences of the CRASH?
3. Who is to blame for the Crash of 1929? And for the Crash of 2009? Why? Is there a conection between the two? Are economic Crashs inevitable? Write a Short Essay ansering all the questions.
28 Material AICLE. 4º de ESO: The interwar period
5. ADOLPH HITLER AND THE NAZIS (1930-1939)
THE CRASH OF 1929 had a traumatic effect worldwide and democratic governments seemed unable to solve the problems. In response, authoritarian regimes emerged in several countries in Europe . By 1932 there were 6 million unemployed in Germany. In the presidential elections of 1932, Hitler came second. On January 30th, 1933, President Hindenburg was forced to appoint Hitler as Chancellor (Prime minister) in a coalition government, given his popular support.
On the night of 27 February (1933), the Reichstag building (Parliament) caught fire. The fire was almost certainly planned by the Nazis, but these put the blame on the communists. Four thousand communists were arrested, and their newspaper were banned. Germany became soon a one-party-state. Hitler became “Führer”, or dictator. He and his friends now had the power to do as they wished: change the laws, put people in prison, or make the German march The Reichstag building on fire. to war.
It was the job of Joseph Goebbels, the Minister of Propaganda, to keep the people on the Nazis´ side. So Goebbels took control of the press and radio ang urge the Gemans to love the “Führer” and hate the jews. New biology books “proved” that the Germans were the master race.
The Nazis´ biggest success was in finding work for unemployed. Thousands of men were employed building the new motorways, taking tha places of jews who had been sacked, and mostly working for the army, navy and air force, that Hitler began to built up. All this was good news for the owners of factories, that made good profits from the arms orders, and were on good terms with Hitler and the Nazis.
People could see that Hitler´s plans might lead to war. He wanted to change the “unfair” Treaty of Versailles. He also announced that Germany must have “living space” in Poland and Russia. The LIGUE OF NATIONS was meant to keep the peace, but it failed its biggest test. It seemed that the dictators suchs as Hitler or Mussolini could do as they liked. European countries like the United Kingdom hated the thought of another war, so they gave dictators most of what they asked for. The SECOND WORLD WAR (1939) was about to start, endind On 25 October 1936, an Axis was what some called the DIRTY THIRTIES. declared between Italy and Germany.
Material AICLE. 4º de ESO: The interwar period 29 6. The 1930s
1. Complete the timeline bellow. Empire State Building Completed German-Soviet Non-Aggression Pact Signed Broadcast of "The War of the Worlds" Causes Panic Golden Gate Bridge Opened Bonnie and Clyde Killed by Police Amelia Earhart First Woman to Fly Solo Across the Atlantic Gandhi's Salt March World War II Begins Chamberlain Announces "Peace in Our Time" Japan Invades China First Nazi Concentration Camp Established Air Conditioning Invented Germany Issues the Anti-Jewish Nuremberg Laws Scientists Split the Atom Nazi Olympics in Berlin Helicopter Invented Hitler Annexes Austria Roosevelt Launches New Deal Cheeseburger and the game “Monopoly” created Adolf Hitler Becomes Chancellor of Germany Pluto Discovered Stalin Begins Collectivizing Agriculture in the U.S.S.R. Spanish Civil War Begins Mao Zedong Begins the Long March Keynes Suggests New Economic Theory
1930
1931
1932
1933
1934
1935
1936
1937
1938
1939
30 Material AICLE. 4º de ESO: The interwar period
The fourth decade of the 20th century it is sometimes referred to as the Dirty Thirties. The Great Depression made authoritarian regimes emerged in several countries in Europe. Italy was already a dictatorship from 1922, after Benito Mussolini led a threatening march on Roma. Leader Musolini, who called himself a Fascist, promised to make Italy a great power, and set out to create an empire in Africa, conquering Ethiopia (1935). In Germany, the crash was the main cause of the Nazis´ rise to power. Other countries suchs as Spain and Argentina, came under some form of fascist rule in the 1930s. On the other side of the world, Japan, many army officers held fascist ideas, and many ordinary Japanese believed that their economic problems could only be solved by force. As Mussolini and Hitler, the japanese saw themselves as warriors, and wanted to take parts of China.
1. Why is the fourth decade of the 20th century called the Dirty Thirties?
2. Describe the following pictures. Try to iImagine what was happening when the picture was taken.
In the ___ picture there is/are... in the middle, on the left, on the right, next to...
She looks... I think the person in the midle is ... because... I imagine that she is... I imagine that they went on strike because/to ...
Soldier/ to collaps backwards/ to I think the person in the midle right is..., because... have been shot/ Rifle. To wear a uniform.
Material AICLE. 4º de ESO: The interwar period 31
"It has been said that democracy is the worst form of government except all the others that have been tried". Winston Churchill
WORK WITH A PARTNER TO DO THE ACTIVITIES 1. Try to define dictatorship and democracy with your own words. The box bellow might help you. Compare with a different group.
2. Who was Winston Churchill? What does the quote try to say?
3. Do you think there is a conection between dictatorship/democracy and economic growth/crisis? Why?
4. Organize the following words and sentences into the categories in the boxes (next page). Ask your partner what he or she thinks, for example:
Where does What do you No, I don’t think Tyranny go? have for Stalin goes with Freedomt? democracy.
WORDS RELATED TO
32 Material AICLE. 4º de ESO: The interwar period
SENTENCES
- It is the government of, for, by the people. - It is that form of Government in which there is centralization of power. - Government is formed through elections. - All power rests in the hands of one person or a small group of people. - All the adult citizens vote and elect their representatives. - The people have no say in the matters of Government. - People can criticize the Government. - In war-time, no other Government is as efficient. - In theory, ll the citizens are treated as equals. - People have no rights and must obey the dictator blindly. - It is a very slow moving form of Government. Every order has to pass through so many hands before it can be executed. So it can never be successful in war times. - Its success or failure depends on the voter. If the voters are educated, they will elect capable men, but if they are ignorant... - People cannot criticize or change the Government.
DEMOCRACY DICTATORSHIP
Definition
Words related to
Main 1. 1. Characteristics 2. 2.
Advantages 1. 1.
2. 2.
Disadvantages 1. 1.
2. 2.
My opinion: I like/dislike because...
Material AICLE. 4º de ESO: The interwar period 33
The Nazis did not believe in the equality of all the human beings. Men were superior to women. Heterosexual to homosexual. “Aryan race” to lesser races... All those things were taught at school. Isn’t that crazy?
Read the following texts using a dictionary to help you translate the words that you don’t understand.
Kinder, Küche, Kirche Kinder, Küche, Kirche, or the 3 K’s, is a slogan translated as “children, kitchen, church”. It is associated to the Nazi regime although the phrase is attributed to the German Emperor Wilhelm II. In the National Socialist German Workers Party (NSDAP) programme of 25 points published in 1920 stated that it disapproved of women working. Adolf Hitler claimed that the emancipation of women was a slogan invented by Jewish intellectuals. He argued that for the German woman her "world is her husband, her family, her children, and her home." In 1933, the Nazis opened
the first concentration camp for Describe the picture. women.
The Nazis thought there was a strict Lowest of all were Gypsies and Jews, hierarchy among "human race"; at the who were eventually deemed to be top was the master race, the "Aryan "Lebensunwertes Leben" ("Life race” (white European origin). unworthy of life") and to be exterminated during the Holocaust.
41 half-Romani children at an orphanage in Nazi doctor measures Friedrich eye color to see Germany used in Eva Justin's racial studies. 39 how arian he is, from film "Napola" (Before the were sent to Auschwitz. Of the 41 children, 2 Fall). survived by escaping deportation, 2 survived Auschwitz, all the others were killed.
34 Material AICLE. 4º de ESO: The interwar period
1935 Chart from Nazi Germany used to explain the Nuremberg Laws. The Nuremberg Laws of 1935 employed a pseudo-scientific basis for racial discrimination against Jews. People with four German grandparents (white circles) were of "German blood," while people were classified as Jews if they were descended from three or more Jewish grandparents (black circles in top row right).
Eugenics is the study and practice of selective breeding applied to humans, with the aim of improving the species. Nazi Germany had eugenics programs to have a "pure" German race. Some humans were targeted that they identified as "life unworthy of life" (German: Lebensunwertes Leben), including criminal, degenerate, dissident, homosexual, insane and the weak, for elimination from the chain of heredity. More than 400,000 people Propaganda for Nazi Germany's Euthanasia Program: "This person suffering from hereditary defects costs were sterilized against their will, while the community 60,000 Reichsmark during his lifetime. 70,000 were killed. Fellow German, that is your money, too."
In the 1920s, homosexual people in Berlin enjoyed a hig level of freedom. However, from 1933 gay men and, to a lesser extent, lesbians, were The pink triangle was one of the two of the numerous Nazi concentration camp badges, groups targeted by the used to identify male prisoners Nazi Party. More than who were sent there because of one million gay German Autobiography of their homosexuality. The pink men were targeted, of Pierre Seel, a gay whom at least 100,000 triangle (often inverted from its man sent to a were arrested and 50,000 Nazi usage) has become an concentration were serving prison terms international symbol of gay pride camp by the Nazis. as convicted gay men. and the gay rights movement.
Material AICLE. 4º de ESO: The interwar period 35
The Nazis traed to make sure that the children were on their side too. School taught youn people to obey the Führer. New history textbooks told of the great deeds of the Germans of the past, and told lies about the “wicked” jews. Teachers who would not swear to follow Hitler were sacked.
The Hitler Youth (HJ) was a paramilitary organization of the Nazi Party. It existed from 1922 to 1945. Made up of the Hitlerjugend proper, for male youth ages 14-18; the younger boys' section Deutsches Jungvolk for ages 10-14; Hitler Youth recruitment and the girls' section Hitlerjugend members in poster: "Youth serves the 1933. leader. All ten year-olds into Bund Deutscher Mädel. the Hitler Youth."
Jungvolk Oath (taken by ten-year-old boys on first entering the Hitler Youth) "In the presence of this blood banner which represents our Führer, I swear to devote all my energies and my strength to the savior of our country, Adolf Hitler. I am willing and ready to give up my life for him, so help me God." Mottos for Boys "Live Faithfully, Fight Bravely, and Die Laughing!" "We were born to die for Germany!" Motto for Girls "Be Faithful, Be Pure, Be German!" Sayings of Hitler Youth Leader Baldur von Schirach "Your name, my Führer, is the happiness of youth, your name, my Führer, is for us everlasting life." "He who serves Adolf Hitler, the Führer, Describe the picture. serves Germany, and whoever serves Germany, serves God."
DID YOU KNOW?
In his 1996 autobiography Salt of the Earth, Cardinal Joseph Ratzinger (later Pope Benedict XVI) revealed that he was a member of Hitler Youth when he was 14 years old. Since World War II, membership was compulsory for almost every teenage male in Germany.
36 Material AICLE. 4º de ESO: The interwar period
1. Why do you think the Nazis discriminate...?
- ...women: - ...gypsies: - ...jews: - ...dissident: - ...homosexuals: - ...insane, weaks:
2. What do you think of Racial policy of Nazi Germany?
3. Do you think there is a life who is unworthy of life? Why?
4. Would you like to be a children in Nazi Germany? Why?
5. Read the sentences. What do they refer to?
- It is a slogan translated as “children, kitchen, church” ______- A race that comes from white European origin ______- It is the study and practice of selective breeding applied to humans ______- It was one of the Nazi concentration camp badges ______- It was a paramilitary organization of the Nazi Party ______
6. What do you think of the following quotes?
“Sparta must be regarded as the first Völkisch State. The exposure of the sick, weak, deformed children, in short, their destruction, was more decent and in truth a thousand times more humane than the wretched insanity of our day which preserves the most pathological subject, and indeed at any price” ADOLPH HITLER
"The mission of woman is to minister in the home and in her profession to the needs of life from the first to last moment of man's existence." Gertrud Scholtz-Klink, head of the Nazi Women's League.
Material AICLE. 4º de ESO: The interwar period 37
7. ADOLPH HITLER (1939-1945)
On September 1, 1939, Hitler began WORLD WAR II to control Europe.
In 1944, there was an unsuccessful assassination attempt and, in response, Hitler stepped up the atmosphere of suspicion and terror. He began to take action against everyone that he felt was a threat to his regime. This group of people included Jews, communists, Africans, and homosexuals. Hitler executed "The Final Solution to the Jewish Question", which consisted of burning thousands of Jewish people every day in death camps throughout Germany and Poland.
By 1945, Germany was in ruins. Hitlers’ orders became increasingly erratic, and he refused to listen to advice from his military counselors. Under the slogan of "total victory or total ruin," the entire German nation from young boys to old men was mobilized and sent to the front. When the Russian troops come into the suburbs of Berlin, Hitler entered into a last stage of desperation in his underground bunker in Berlin. Berlin 1945
The Führer married Eva Braun and, just a few 24 hours later, the two committed suicide in the bunker. It was April 30, 1945. Adolph Hitler left behind a legacy of evil and terror unequaled by any leader in the modern world: the deaths of 43 million people, including the systematic genocide of an estimated six million Jews, not including various additional "undesirable" populations, in what is known as the Holocaust. Cover of US military newspaper The Stars and Stripes, May 1945.
Outside of Hitler's birthplace in Braunau am Inn, Austria, the Memorial Stone Against War and Fascism is engraved with the following message:
FÜR FRIEDEN FREIHEIT UND DEMOKRATIE NIE WIEDER FASCHISMUS MILLIONEN TOTE MAHNEN
Loosely translated it reads: “For peace, freedom / and democracy / never again fascism / millions of dead remind [us]”
38 Material AICLE. 4º de ESO: The interwar period
A BIOGRAPHY OF ADOLF HITLER (1889-1939)
ACTIVITIES
1. Do you think Hitler had a difficult childhood and youth? Why?
2. Do you think this might have affected Hitler’s personality?
3. Describe Hitler’s World War One experience.
4. Why Hitler didn’t like communism?
5. What impact did the Great Depression have in Hitler's rise to power?
6. How did Hitler get to power?
7. What did he do after getting the power?
8. Why did german people support Hitler?
9. How were Hitler last days?
10. How did he die?
11. What do you think of Adolph Hitler’s legacy?
12. Is Hitler responsible for World War two and the Holocaust? Who else is to blame?
13. Define the following words or expresions:
- NSDAP: - Nazi Beer Hall Putsch: - Mein Kampf: - The Weimar Republic: - The Reichstag building: - Führer: - NSDP:
Material AICLE. 4º de ESO: The interwar period 39 8. Project
The class is going to divide into groups to work on how the diverse events between the years 1918-1939 had an impact on the lives of some protagonists during this time period. Students will have to make a poster with all the information and, after that, they will present their poster to the class.
Joseph Stalin León Trotsky Heinrich Himmler
Franklin Delano Sir Winston Churchill Benito Musolini Roosevelt
Albert Einstein Federico García Lorca Eva Braun
40 Material AICLE. 4º de ESO: The interwar period
A Biography of ______
Picture
Before 1917 (early life)
The 1920s
The 1930s
After 1940
Material AICLE. 4º de ESO: The interwar period 41 9. Final activities.
1. Look at this vocabulary from the unit. Work with a partner to put them in the right box. Ask your partner what he or she thinks, for example: “Where does Tsar go? I put Lenin in the 1920s, is that right?” “No, I don’t think it is right.” Etc.
The Russian Revolution The 1920s The 1930s
42 Material AICLE. 4º de ESO: The interwar period 2. Do the crossword.
Material AICLE. 4º de ESO: The interwar period 43
3. Unscramble the names seen in the previous activity.
4. Give your opinion.
What do you think?
1920 electric washer ad; says, in part: "A real servant in the home is a rarity in these days of complex labor conditions. The 1900 Cataract Electric Washer is a real servant that never goes on a strike, never demands more pay or never tires with extra work."
How do you think this types of machines changed women’s lives?
44 Material AICLE. 4º de ESO: The interwar period 7. What do you think of the following quotes?
“If Socialism can only be realized when the intellectual development of all the people permits it, then we shall not see Socialism for at least five hundred years” Vladimir Lenin, November 1917
“At the risk of appearing to talk nonsense I tell you that the Nazi movement will go on for 1,000 years! ... Don't forget how people laughed at me 15 years ago when I declared that one day I would govern Germany. They laugh now, just as foolishly, when I declare that I shall remain in power!”
Hitler to a British correspondent in Berlin, June, 1934 1934
Otto Strasse: What is the program of the NSDAP? Hitler: The program is not the question. The only question is power. Strasser: Power is only the means of accomplishing the program. Hitler: These are the opinions of the intellectuals. We need power!
Material AICLE. 4º de ESO: The interwar period 45 10. What I have learned
Read the following statements about skills and knowledge you have learned during the unit. Please, circle one of these options: YES NO NOT YET.
Self-assessment chart
distinguish between the 1905, YES NO the 1917 february and the NOT YET 1917 October Russian Revolution I tell the difference between YES NO CAN dictatorship and democracy NOT YET tell the difference between YES NO Fascism and Comunism. NOT YET explain the diferences YES NO between Lenin and Stalin's NOT YET political remember the most important YES NO facts of Adolph Hitler’s NOT YET biography distinguish between the 1920s YES NO from the 1930s NOT YET discuss the role of women in YES NO the Roaring Twenties and in NOT YET the Nazi Germany. explain why the 1929 Crash YES NO hapenned NOT YET explain why and how YES NO authoritarian regimes NOT YET emerged in Europe in the Thirtyes.
46 Material AICLE. 4º de ESO: The interwar period complete a chart with some YES NO information given. NOT YET define concepts using my own YES NO I words. NOT YET CAN predict a topic from a YES NO listening. NOT YET
describe pictures. YES NO NOT YET describe someome’s physical YES NO appearance and make NOT YET guesses about their personality.
summarize the main ideas YES NO from a text. NOT YET debate about a topic. YES NO NOT YET explain the difference YES NO between “Note taking” and NOT YET “Note-making”. take notes from a listening. YES NO NOT YET take notes while the teacher YES NO explains. NOT YET
my own opinion about YES NO communism, fascism and NOT YET democracia. my own opinion about the I YES NO role of women in society. HAVE NOT YET my own opinion about YES NO discrimination and inequality. NOT YET
The thing that caught my attention the most in the unit was:
Material AICLE. 4º de ESO: The interwar period 47 11. Links and bibliographies.
http://www.wordle.net/ DefinicionesNubes de palabras creadas con http://www.thefreedictionary.com/ Wordscramble http://search.teach-nology.com/cgi-bin/scramble.pl Crosswordpuzzle http://www.crosswordpuzzlegames.com/create.html
Portada
El collage ha sido elaborado a partir de las siguientes imágenes: Viva la democracia http://www.flickr.com/photos/32390474@N04/3694006280 Insert Self Here gunman (silueta hombre disparando) http://www.flickr.com/photos/48119396@N00/3322486976 Take it (pistola) http://www.flickr.com/photos/80327421@N00/94471087 Esvástica Serif http://www.flickr.com/photos/40829110@N03/4281212507 Hammer and Sickle http://www.flickr.com/photos/76815233@N00/94775567 Alvaro Uribe: Paraco, Narco, Asesino y la conchadesumadre! (fondo de sangre) http://www.flickr.com/photos/68341867@N00/4235801167
Actividad inicial de motivación con siluetas de colores inspirada en: "First they came ..." Pastor Martin Niemöller (1892–1984)
Biography of Hitler
Texto ROBSON, W. (1995). Access to History: The Twentieth-Century World. Oxford University Press. http://en.wikipedia.org/wiki/Adolf_Hitler#Legacy http://www.secondworldwar.co.uk/ahitler.html http://kidsfront.com/biography/adolf_hitler_biography.html http://www.wwwk.co.uk/people/politicians/hitler.htm
Imágenes Imagen de Hitler introductoria http://en.wikipedia.org/wiki/File:Bundesarchiv_Bild_183S33882,_Adolf_Hitler_retouched.jpg Hitler rojo http://www.flickr.com/photos/15853267@N00/1453804359 Hitler de pequeño http://en.wikipedia.org/wiki/File:Bundesarchiv_Bild_183-1989-0322-506,_Adolf_Hitler,_Kinderbild.jpg Cuadro de Hitler http://en.wikipedia.org/wiki/File:The_Courtyard_of_the_Old_Residency_in_Munich_- _Adolf_Hitler.jpg Hitler en la Guerra http://en.wikipedia.org/wiki/File:Hitler_with_other_German_soldiers.jpg Hitler 1928 http://en.wikipedia.org/wiki/File:Hitler_1928.jpg Mein Kampf http://en.wikipedia.org/wiki/File:Mein_Kampf.png
48 Material AICLE. 4º de ESO: The interwar period Adolf Hitler at a Nazi rally in Nuremberg, 1928 http://en.wikipedia.org/wiki/File:Hitler_1928.jpg Reichstag on fire http://commons.wikimedia.org/wiki/File:Riksdagsbrannen.jpg Hitler and Mussolini http://en.wikipedia.org/wiki/File:Hitlermusso2_edit.jpg Berlin 1945 http://www.flickr.com/photos/36919288@N08/3779578067 Cover of US military newspaper The Stars and Stripes, May 1945 http://en.wikipedia.org/wiki/File:Stars_%26_Stripes_%26_Hitler_Dead2.jpg Memorial stone warning of the horrors of World War II http://en.wikipedia.org/wiki/File:Mahnstein.JPG
The Russian Revolution
Texto ROBSON, W. (1995). Access to History: The Twentieth-Century World. Oxford University Press. http://kids.britannica.com/elementary/article?articleId=353713
Let’s debate!!! Adapted from http://web.archive.org/web/20060503194518/http://w3.tvi.edu/~cgulick/roles.htm
Imágenes Hammer and Sickle http://www.flickr.com/photos/76815233@N00/94775567 Soviet revolutionaries: Trotsky, Lenin, Gorky, and Stalin. http://www.flickr.com/photos/12426416@N00/104969712
KEY VOCABULARY Backward http://www.flickr.com/photos/37183619@N00/1436843396 Tsar http://upload.wikimedia.org/wikipedia/commons/5/54/Nicolas_II_de_russie.jpg Battleship http://www.history.navy.mil/photos/images/h69000/h69161.jpg Crew http://www.flickr.com/photos/24469639@N00/3292633690 Mutiny http://www.flickr.com/photos/38451115@N04/4020152851 To challenge (Duelo a espada) http://www.flickr.com/photos/37667416@N04/4152108943 Bloodshed http://www.flickr.com/photos/40206389@N00/1372272723 Forbidden http://www.flickr.com/photos/91485322@N00/3276066367
Potemkin1 http://en.wikipedia.org/wiki/File:Odessastepsboots.jpg Potemkin3: http://upload.wikimedia.org/wikipedia/commons/a/a9/Potemkin-still6.jpg Imagen del carrito de ruedas http://en.wikipedia.org/wiki/File:Odessastepsbaby.jpg Imagen de la masacre http://en.wikipedia.org/wiki/File:Potemkinmarch.jpg
Material AICLE. 4º de ESO: The interwar period 49 Stalin http://www.flickr.com/photos/35034356424@N01/92480922 http://en.wikipedia.org/wiki/File:Russian_Wounded_NGM-v31-p369-B.jpg Lenin http://en.wikipedia.org/wiki/File:Lenin.jpg Estatua de Stalin http://commons.wikimedia.org/wiki/File:Bccb_stalin_1948.jpg Caricatura de Lenin http://en.wikipedia.org/wiki/File:Tov_lenin_ochishchaet.jpg
Let’s debate!!! Debate Zapatero Rajoy http://farm3.static.flickr.com/2251/2294074850_5d62559782.jpg Reloj de arena (We don’t have time) http://www.flickr.com/photos/55538343@N00/1779555530
The 1920s
Texto http://en.wikipedia.org/wiki/Roaring_Twenties http://history1900s.about.com/od/timelines/tp/1920timeline.htm
Imágenes The Gap in the Bridge. http://en.wikipedia.org/wiki/File:The_Gap_in_the_Bridge.gif
The Roaring Twenties American girl listens to radio http://en.wikipedia.org/wiki/File:Girl_listening_to_radio.gif Jazzing orchestra http://en.wikipedia.org/wiki/File:Jazzing_orchestra_1921.png The Jazz Singer's premiere http://en.wikipedia.org/wiki/File:JazzSingerPremiere.jpg Josephine Baker dancing the Charleston http://en.wikipedia.org/wiki/File:Baker_Charleston.jpg Ford Model T http://en.wikipedia.org/wiki/File:Late_model_Ford_Model_T.jpg Chrisler building http://en.wikipedia.org/wiki/File:Chrysler_Building_by_David_Shankbone_Retouched.jpg
Mujeres en fábrica http://farm4.static.flickr.com/3108/3185962897_d187552942.jpg "Bissell's new lightweight vacuum sweeper" http://www.flickr.com/photos/36844288@N00/4356334182/ Mujer saltando a caballo http://www.flickr.com/photos/clotho98/4019803627/ Mujeres en el coche http://www.flickr.com/photos/clotho98/3604023809/ "Where there's smoke there's fire" by Russell Patterson http://en.wikipedia.org/wiki/File:Where_there%27s_smoke_there%27s_fire_by_Russell_Patterson.jpg Judge magazine 1927 http://www.flickr.com/photos/24600848@N06/3324372113 Actress Evelyn Brent's exaggerated lipline http://en.wikipedia.org/wiki/File:Evelynbrent.jpg 1917 Ambitious Girls http://www.flickr.com/photos/clotho98/3985232085/ Chica haciendo gimnasia (Spicy Stories by Enoch Bolles 1938) http://www.flickr.com/photos/24600848@N06/3075338933/in/photostream/
50 Material AICLE. 4º de ESO: The interwar period
The Great Depression
Texo ROBSON, W. (1995). Access to History: The Twentieth-Century World. Oxford University Press. http://www.spartacus.schoolnet.co.uk/USAwallstreet.htm
Imágenes Unemployment rate in the US 1910–1960, http://en.wikipedia.org/wiki/File:US_Unemployment_1910-1960.gif Growing rich http://www.flickr.com/photos/11121568@N06/4318095573 Crowd gathering on Wall Street after the 1929 crash http://en.wikipedia.org/wiki/File:Crowd_outside_nyse.jpg Graph of the 1929 crash on Wall Street. http://en.wikipedia.org/wiki/File:1929_wall_street_crash_graph.svg
6. The 1930s
Texto ROBSON, W. (1995). Access to History: The Twentieth-Century World. Oxford University Press. http://en.wikipedia.org/wiki/1930s
Distatorship versus democracy http://www.associatedcontent.com/article/1472843/democracy_vs_dictatorship.html?cat=9
1930s Timeline http://history1900s.about.com/od/timelines/tp/1930timeline.htm
Imágenes Lange-MigrantMother http://en.wikipedia.org/wiki/File:Lange-MigrantMother02.jpg Death of a Loyalist Soldier http://www.flickr.com/photos/45544842@N00/2403819864 Gandhi en marcha http://en.wikipedia.org/wiki/File:Marche_sel.jpg Picture of Benito Mussolini and Fascist Blackshirt youth in 1935 in Rome. http://en.wikipedia.org/wiki/File:Has_seven_1_a.jpg Dictatorship http://www.flickr.com/photos/92895603@N00/270056972 I voted! http://www.flickr.com/photos/72211182@N00/3002136987
Desigualdad nazi Texto http://en.wikipedia.org/wiki/Racial_policy_of_Nazi_Germany http://en.wikipedia.org/wiki/History_of_homosexual_people_in_Nazi_Germany_and_the_Holocaust
Imágenes Imagen sello mujer con niños http://commons.wikimedia.org/wiki/File:DR_1943_859_Winterhilfswerk.jpg Nazi doctor measures Friedrich (Max Riemelt) eye color to see how arian he is. http://www.flickr.com/photos/34601587@N00/109532156 Niños rumanos http://en.wikipedia.org/wiki/File:Romani_Kids_ww2.jpg
Material AICLE. 4º de ESO: The interwar period 51 Propaganda for Nazi Germany's T-4 Euthanasia Program http://en.wikipedia.org/wiki/File:EnthanasiePropaganda.jpg Triángulo rosa http://commons.wikimedia.org/wiki/File:Pink_triangle.svg Picture of Pierre Seel http://en.wikipedia.org/wiki/File:Pierre_seel3.jpg 1935 Chart from Nazi Germany used to explain the Nuremberg Laws. http://en.wikipedia.org/wiki/File:Nuremberg_laws.jpg
Children Hitler con niños http://www.flickr.com/photos/60748537@N00/226424921 Hitler Youth recruitment poster http://en.wikipedia.org/wiki/File:Hitler_jugend.jpg Hitlerjugend members in 1933 http://upload.wikimedia.org/wikipedia/commons/6/6c/Bundesarchiv_Bild_133- 393%2C_Worms%2C_Luftschutz%C3%BCbung_der_Hitlerjugend.jpg
8. Project
Imágenes Stalin http://upload.wikimedia.org/wikipedia/commons/3/3a/Joseph_Stalin.jpg Trotsky http://upload.wikimedia.org/wikipedia/commons/4/49/Trotsky_Profile.jpg Roosevelt http://simple.wikipedia.org/wiki/File:FDR_in_1933.jpg Lorca http://es.wikipedia.org/wiki/Archivo:Lorca_(1914).jpg Himmler http://es.wikipedia.org/wiki/Archivo:Bundesarchiv_Bild_183- S72707,_Heinrich_Himmler.jpg Mussolini http://en.wikipedia.org/wiki/File:Benito_Mussolini_Face.jpg Foto de Eva Braun adaptada de http://upload.wikimedia.org/wikipedia/commons/c/ca/Bundesarchiv_B_145_Bild- F051673-0059,_Adolf_Hitler_und_Eva_Braun_auf_dem_Berghof.jpg Churchill http://www.flickr.com/photos/cstm-mstc/3082707918/ Einstein http://farm1.static.flickr.com/213/504369245_77bc988400.jpg
Final activities
The only goof fascist http://www.flickr.com/photos/34733326@N00/4976362 Anuncio http://commons.wikimedia.org/wiki/File:1920_electric_washer_ad.jpg
52 Material AICLE. 4º de ESO: The interwar period