History Odyssey - Modern Times (2) Sample lessons - Pandia Press

Between the Wars History Odyssey: Modern Times Level 2
56
Lesson
Animal Farm
GET READY For this lesson you will need:
• Animal Farm by George Orwell
q Begin reading Animal Farm. Continue with your
lessons while you read. Finish before Lesson 62,
where you will be given a writing assignment.
The Russian Revolution -
Make the Connection
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connects World War I to the Russian Revolution,
briefly record an effect of World War I that
played a role in causing the Russian Revolution.
(One connection between WWI and the Russian
Revolution is already written on the worksheet.
Find another, and write it below the arrow.) You
can find many of these connections in your KFH
readings and Web site research.
You will be adding to this worksheet throughout
the rest of this course, making connections
between events set in motion by World War
I. Many events are already written on the
worksheet. When you connect one event to
another, draw an arrow connecting the events
and write details of the relationship above and
below the arrow line. You are encouraged to
find connections not suggested in this guide
and to add events not already listed on the
worksheet. You are expected to add to this
worksheet as you discover connections.
57
Lesson GET READY For this lesson you will need:
• KFH
• Worksheet: Record of War or Conflict
• Worksheet: Make the Connection
q Read KFH pp. 394 – 395.
Helpful Web sites:
q Complete a Record of War or Conflict worksheet • www.johndclare.net/Russ_Rev_Emsleyand%20
for the Russian Revolution. Write the conditions Englander.htm
taking place in Russia that contributed to the • http://en.wikipedia.org/wiki/Russian_Revolution_
revolution. Briefly summarize the revolution and of_1917
record the effects, including the name change to
the Soviet Union, casualties, and immigration. q Add significant dates to your timeline.
File the worksheet in your Wars & Conflicts
section.
q Add the Treaty of Brest-Litovsk to your
Documents, Legislation, & Government section 58
Lesson
Communism
along with a short summary.
q Enter the following into your Men, Women, &
Groups section: Czar Nicholas II (add to your
former entry), Rasputin, Vladimir Lenin, the
Bolsheviks, the White Russians, Leon Trotsky,
and Joseph Stalin.
q Although it was certainly not the only cause,
there were many connections between World
War I and the Russian Revolution. In fact, you
might find that World War I was such a turning
point in history that it became a catalyst for
many future events, setting off a domino-like
effect around the world for many years. Locate
the poster titled “Make the Connection.” (Store
the poster in your Summaries section as a
two-page spread.) Along the first arrow that
GET READY For this lesson you will need:
• TSOM (optional)
• Worksheet: The Communist Manifesto
• Worksheet: Political Doctrine
• Worksheet: Make the Connection
• Encyclopedias, Internet, and/or library access
One result of the Russian Revolution was the creation
of modern communism. In 1848, Karl Marx and
Frederick Engels wrote The Communist Manifesto,
bringing the movement of communism into favor with
revolutionaries such as Lenin and Tolstoy.
q Read TSOM Chapter 59, Emancipation
(optional). This chapter reviews the industrial
revolution, slavery, and Abraham Lincoln. It also
covers Karl Marx and the ideas of communism/
socialism.

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q Read the excerpts from The Manifesto of the
Communist Party.
The entire Communist Manifesto can be read at:
• www.marx.org/archive/marx/works/1848/
communist-manifesto/index.htm.)
In the Manifesto, the French terms bourgeoisie
and proletariat are used repeatedly. Bourgeoisie
(boor-zwha-zee) is used in a negative context,
referring here to the middle/merchant class that
embraces imperialism and exploits capitalism to
make a profit off the backs of the working class
(the proletariat). Proletariat (proh-luh-tair-eeuht)
refers to the poorest working class, which
possesses no capital and no property ownership
and whose only means of survival is through
selling their labor to the bourgeoisie. In Marx’s
interpretation of capitalism, the proletariat
had no means of advancing their situation to
become part of the bourgeoisie.
q After each section of the Manifesto, translate
the meaning in your own words. (The first
section is done for you.) Like many revolutionary
documents, the Manifesto is often redundant
and verbose. This style of writing was commonly
used during revolutions to convey enthusiasm
for the cause, overemphasize ideas, and ensure
that the author effectively communicated his
message. You should be able to translate each
section into one or two concise sentences,
concentrating on the central message. File
the completed worksheet in your Documents,
Legislation, & Government section.
q Make a copy of the Political Doctrine worksheet
and title it Communism. (Do not write on the
original.) Consider the following questions as
you complete the worksheet:
• What is the definition of communism?
• What are the advantages and disadvantages of
communism?
• Communism has been described as:
People for the service of the government.
Capitalism has been described as:
Government for the service of the people.
What do these statements mean? Why is
capitalism considered to be the opposite
of communism? What are the differences
Part VI
between these two ideologies?
• How did modern communism begin? Where
did it begin?
• What were the conditions that allowed it to
become popular?
• Who were the communist leaders and how did
they advance or hinder the movement? How
did they differ?
• Has any country ever achieved a true
communist society? Why?
• Is communism in practice today?
You will need to do outside research in order to
complete the worksheet. File the worksheet in your
Documents, Legislation, & Government section.
Helpful Web sites:
• www.factmonster.com/ce6/history/A0813068.html
• www.crf-usa.org/bria/bria19_2a.htm
59
Lesson
q Add a connection to your Make the Connection
poster. (Perhaps between the Russian
Revolution and Communism.)
Fascism
GET READY For this lesson you will need:
• KFH
• Worksheet: Political Doctrine
• Worksheet: Make the Connection
q Read KFH pp. 398 – 399.
q Complete a Political Doctrine worksheet
for Fascism. Consider these questions while
completing the worksheet:
• What is the basic premise of fascism?
• What advantages does it offer? What are its
limitations?
• What are the social, political, and economic
goals of fascism?
• How did this doctrine become popular? What
were the conditions that allowed it to take hold?
• How is the success of fascism dependent upon
the charisma of the leader?
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Between the Wars History Odyssey: Modern Times Level 2
• Where did fascism begin? Where did it spread
and why?
• How does fascism differ from socialism and
communism? (Note: National Socialist party
is a misnomer. Hitler and his followers were
not socialists, but rather fascist, and became
totalitarian fascists, as you will soon learn).
File the worksheet in your Documents,
Legislation, & Government section.
q Add Benito Mussolini, Francisco Franco,
Adolf Hitler, Nazis (National Socialist German
Worker’s Party), and the Falange Party to your
Men, Women, & Groups section.
q Add another effect to your list of the outcomes
of the Treaty of Versailles in relation to fascism
in Germany.
q Add connections to the “Make the Connection”
worksheet. (Perhaps between World War I
and Fascism, and between Communism and
Fascism).
q Add significant dates to your timeline.
61
Lesson
Lesson
60
The Spanish Civil War
GET READY For this lesson you will need:
• KFH
• Worksheet: Record of War or Conflict
• Map 15, Spain
• Atlas
• Colored pencils
• Fine-point black pen or pencil
q Read KFH pp. 408 – 409.
q Summarize The Spanish Civil War on a Record of
War or Conflict worksheet.
Informative Web site on the Spanish Civil War:
• www.spartacus.schoolnet.co.uk/Spanish-Civil-War.
htm
q Add to your former entries on Francisco Franco
and the Falange Party in your Men, Women, &
Groups section.
q
On Map 15, Spain, use an atlas to shade
Spain green and label the following:
Spain
North Africa
Morocco
Italy
Bay of Biscay
Barcelona
Bilbao
q Optional: Watch the movie For Whom the Bell
Tolls (1943), starring Gary Cooper and Ingrid
Bergman, and based on the novel by Ernest
Hemingway. The setting for this movie is the
Spanish Civil War.
Socialism
GET READY For this lesson you will need:
• Worksheet: Political Doctrine
• Worksheet: Make the Connection
• KFH
• Encyclopedias, Internet, and/or library access
q Complete a Political Doctrine worksheet for
socialism. Socialism is considered by many political
scientists to be opposite of fascism, a rebuke of
capitalism, and close to communism. The difference
between communism and socialism has been
described this way:
Communism: From each according to his ability,
to each according to his needs.
Socialism: From each according to his ability,
to each according to his deeds.
Consider the following questions while completing
the worksheet:
• What is meant by the comparison of socialism to
communism stated above?
• What is the definition of socialism?
• How does socialism differ from capitalism and
fascism?
• How did it develop and where?
Madrid
Portugal
Atlantic Ocean
Valencia
Guernica
Córdoba
Mediterranean Sea
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• What political economic conditions make socialism
popular?
You will need to research socialism to complete the
worksheet. File the worksheet in your Documents,
Legislation, & Government section.
Suggested Web sites:
• encarta.msn.com/encyclopedia_761577990/Socialism.
html
• en.wikipedia.org/wiki/Socialism
• www.marxists.org/glossary/terms/s/o.htm#socialism
q Add at least two more connections to your
Make the Connection worksheet. (Hint: Fascism
and Socialism to the Spanish Civil War)
q Examine Pablo Picasso’s Guernica depicting
the German bombing of that town during the
Spanish Civil war on KFH p. 409.
q Enter Pablo Picasso in your Literature,
Technology, & Art section and include a copy of
Guernica, if possible.
This Web site discusses this important war painting, showing
details and explaining their significance:
• http://homepage.mac.com/dmhart/Teaching/
Picasso2.html
62
Lesson
Political Satire
GET READY For this lesson you will need:
• Animal Farm
• Worksheet: Essay
• Worksheet: Essay Rubric Checklist
• Encyclopedias/Dictionary
q Finish reading Animal Farm.
In an essay titled “Why I Write,” George Orwell
said, “Animal Farm was the first book in which I
tried, with full consciousness of what I was doing,
to fuse political purpose and artistic purpose into
one whole.” In other words, Orwell wanted his
readers to get a political message from reading
Animal Farm. That makes Animal Farm a political
satire. But what is the message Orwell was trying to
convey? In the same essay, Orwell goes on to say,
“The Spanish [Civil] War and other events in 1936-
37 turned the scale . . . Every line of serious work
Part VI
that I have written since 1936 has been written,
directly or indirectly, against totalitarianism and for
democratic socialism . . . ”
q Look up political satire and totalitarianism.
Write definitions in your Summaries section.
Orwell became a frustrated solider, fighting
against General Franco in the Spanish Civil
War. He was also disillusioned with the Soviet
dictator, Stalin, during the Russian Revolution.
He saw both of these revolutions resulting
in regimes that were more tyrannical and
suppressive than the ones they overthrew.
In Animal Farm, a portrayal of the Russian
Revolution, Orwell depicts socialism turning to
oppressive totalitarianism (extreme fascism)
in the hands of a power-hungry dictator. This
“fairy tale” story presents a microcosm that
parallels real historical tyranny in places like
Spain, Italy, Germany, Japan, and Russia after
World War I. Therefore, it is fitting that your
writing assignment for Animal Farm involves
deciphering its political message.
q In about five paragraphs, describe how Animal
Farm parallels political history. Specifically,
how does the story represent the cycle of
totalitarianism taking hold—a suppressed
group of citizens, a strong leader emerging
with promises of a better life, a revolution,
harsh times, abuse of power, propaganda,
and ultimate tyranny? In your essay, compare
specific examples from the story to specific
events in history. Also, describe how well
Animal Farm depicts socialism, communism,
fascism, and other political situations.
Begin your essay with a detailed topic sentence
that describes Animal Farm as a political satire.
Your topic sentence might read, “Animal Farm
by George Orwell offers an explanation of how
a tyrannical ruler rises to power and exploits
his fellow citizens.” Use quotes from the story
and paraphrase events in the story to support
your topic sentence. Describe the role certain
characters played in advancing tyranny. Do not
forget to provide a concluding paragraph. Use
the Essay Worksheet and Essay Rubric Checklist
to assist you in writing your essay. File your
essay in your Literature, Technology, & Art
section.
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Between the Wars History Odyssey: Modern Times Level 2
Consider these questions as you write your
essay:
• What conditions were taking place on the farm
that allowed a revolution to take place and
a strong leader to emerge? How were these
conditions similar to those in Spain or Russia
during the Russian Revolution and the Spanish
Civil War?
• Which historic figures and events do the animals
and their actions represent? For example, Old
Major has been compared to Lenin and Marx,
and Animalism to Communism or Socialism.
• How does Animal Farm portray the nature of
tyrants?
• How are the animals able to be manipulated into
following the dictator Napoleon?
• What role did propaganda play?
• How are socialism and fascism portrayed in the
story?
• Why was a socialist or communist community
never achieved on Animal Farm?
• How does Orwell’s support of socialism play a
part in the story and affect the outcome?
No Promises in the Wind
U.S.A.
GET READY For this lesson you will need:
• KFH
• TSOM (optional)
q Read KFH pp. 400 – 401.
q Read TSOM Chapter 66, The United States
Comes of Age. (Optional)
q Add Woodrow Wilson, Charles Lindbergh,
Al Capone, Warren Harding, and Franklin
Roosevelt to your Men, Women, & Groups
section.
q Add Prohibition to your Documents,
Legislation, & Government section along with
a short summary. Look up the 18 th and 21 st
Amendments to the U.S. Constitution and
record these in the same section.
Web site:
• www.usconstitution.net/const.html#Amends
q Write a two- to three-paragraph summary
of isolationism. List the advantages
isolationism brought to the U.S.A. as well as
the disadvantages. Include how and when
isolationism ended for the U.S.A. File your
summary in your Documents, Legislation, &
Government section.
63
Lesson GET READY For this lesson you will need:
• No Promises in the Wind by Irene Hunt
q Add Skyscrapers, the Jazz Age, and Art Deco
q Begin reading No Promises in the Wind.
to your Literature, Technology, & Art section.
Continue with your lessons while you read, but
Include sketches and images as appropriate.
finish before Lesson 66 where you will be given q Add significant dates to your timeline.
a writing assignment.
q Research paper reminder: By this time you
should be completing the first draft of your
paper. Share your first draft with your parent or
65
Lesson
The Great Depression
teacher and get feedback. Use the feedback to
create a second draft.
GET READY For this lesson you will need:
64
Lesson
• KFH
• Worksheet: Make the Connection
• Worksheet: The Great Depression
• Colored pencils
• Encyclopedias, Internet, and/or library access
q Read KFH pp. 404 – 405.
q Add another effect to your list of the outcomes
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