Intro: Why is Castro such a 'polarising' figure?
In this lesson we are going to use some opinion pieces to:
a) Remind ourselves of the key reasons for Castro's rise to power
b) Introduce the main themes and change that Castro made to Cuba. We may also start to spot similarities and differences to Nazi Germany.
1. Castro 'Quiz' (up to 4:05 first section)
a) Remind ourselves of the key reasons for Castro's rise to power
b) Introduce the main themes and change that Castro made to Cuba. We may also start to spot similarities and differences to Nazi Germany.
1. Castro 'Quiz' (up to 4:05 first section)
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2. Viewpoints on Castro & Cuba
Use the article below to complete the thinking 'Viewpoints on Castro Frame' - this is a thinking grid - you are ariming to draw conclusions and connections from the article rather than straightforward notes.
Use the article below to complete the thinking 'Viewpoints on Castro Frame' - this is a thinking grid - you are ariming to draw conclusions and connections from the article rather than straightforward notes.
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LO: What are the main events in Castro's consolidation and maintenance of power?
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\To establish a timeline for Castro’s rule and to begin to consider if actions are totalitarian or not, methods of consolidation and policies implemented.
a) Download and read (zoom in) the timeline from 1958 to 2004 b) From the timeline choose ONLY those events which are DOMESTIC. Cut and paste them onto your own table (use the timeline template opposite). Be VERY selective. Aim for about 20 key events. c) As you go, highlight events which are good for the Cubans in one colour and bad for the Cubans in another colour. At the moment you are only completing Column 1. d) Once you are done, decide if there are more good than bad events or vice versa. e) What does this say about Castro’s rule of Cuba? Similar or different to Hitler? |
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LO: How did Castro's Foreign Policy contribute to his consolidation/maintenance of power?
In this lesson, we will be assessing to what extent Castro was able to use his foreign policy to consolidate and maintain his power.
Divide the class into 3 groups. Each gets one of the following case studies:
-Bay of Pigs
-Cuban Missile Crisis
-Cuban involvement in the Congo, Bolivia and Angola (can be treated collectively)
Task 1:
a) Discuss with your group what happened having researched using the resources below.
b) Individually draw a storyboard about your case study. Each storyboard must contain 8 boxes, each with captions and speech bubbles. Make sure you deal with the causes, key features and effects for your event.
c) Get into groups of 3, each person with a different case study. In your best “Playschool” voice, read your story to the other 2 people, using your pictures to illustrate your story.
d) Photograph each other's timelines.
Resources:
a) Read the relevant section about your case study in the Gray textbook pp90-92. For Cuban involvement in other countries also read the article below "Castro and foreign policy in Latin America"
b) Watch the Fidel Castro Declassified History Channel Documentary below for each case study Only watch your case study element.
(Bay of Pigs: 16.00 to 20.45 minutes, Cuban Missile Crisis: 25.50 to 32.15, International Involvement: 35.00 to 37.30)
Task 2:
Review and consolidate. Using your textbook page 90 to 92, as well as work from class today complete this summary grid about the impact of foreign policy on Castro's consolidation and maintenance of power.
Divide the class into 3 groups. Each gets one of the following case studies:
-Bay of Pigs
-Cuban Missile Crisis
-Cuban involvement in the Congo, Bolivia and Angola (can be treated collectively)
Task 1:
a) Discuss with your group what happened having researched using the resources below.
b) Individually draw a storyboard about your case study. Each storyboard must contain 8 boxes, each with captions and speech bubbles. Make sure you deal with the causes, key features and effects for your event.
c) Get into groups of 3, each person with a different case study. In your best “Playschool” voice, read your story to the other 2 people, using your pictures to illustrate your story.
d) Photograph each other's timelines.
Resources:
a) Read the relevant section about your case study in the Gray textbook pp90-92. For Cuban involvement in other countries also read the article below "Castro and foreign policy in Latin America"
b) Watch the Fidel Castro Declassified History Channel Documentary below for each case study Only watch your case study element.
(Bay of Pigs: 16.00 to 20.45 minutes, Cuban Missile Crisis: 25.50 to 32.15, International Involvement: 35.00 to 37.30)
Task 2:
Review and consolidate. Using your textbook page 90 to 92, as well as work from class today complete this summary grid about the impact of foreign policy on Castro's consolidation and maintenance of power.
Use this link if the video doesn't work: https://www.youtube.com/watch?v=zrClS9GEFMU
| castros_foreign_policy_consolidation_and_maintenance.docx |
| castro_and_foreign_policy_in_latin_america.docx |
| foreign_policy_from_osc_guide_p122.pdf |
LO: Nature, treatment and extent of opposition (2 lessons)
1. Using the 2 “Jigsaw” sheets, cut out the pieces and stick them together to find 6 examples of opposition to Castro. Jigsaw and answer sheet in folder. Hard copies will be given by teacher.
2. Read each of the examples. Fill in the opposition section of the “Comparison Grid for Consolidation and Maintenance of Power for Castro and Hitler”. Just complete the Castro section for now, but you should consolidate your Hitler notes here too for home learning.
| comparison_grid_for_consolidation_of_castro_and_hitler.docx |
3. Watch the “Fidel Castro Declassified History Channel Documentary” for sections on opposition (see below)
https://www.youtube.com/watch?v=q-KfAJuVANY&t=1716s (also in folder).(Watch these sections: Operation Mongoose and Cuba’s attempt to stop interference: 20.45 to 25.50, Assassination attempts and dissidents allowed to leave as refugees: 32.15 to 39.10)
You could also look at the following site which has articles on some of these people: https://www.pbs.org/wgbh/americanexperience/features/castro-fidel-castro/
Do a hotseat activity. Use these characters: Morgan, Matos, Ochoa, Luis Posada Carriles (Operation Mongoose) and a refugee.
4. Come up with a set of questions as a class, or in small groups, that you can ask all the characters. Imagine that the questioners are reporters from a global newspaper.
5. Assess whether internal or external threats from opposition were more significant to Castro and Hitler. Write your answers down.
https://www.youtube.com/watch?v=q-KfAJuVANY&t=1716s (also in folder).(Watch these sections: Operation Mongoose and Cuba’s attempt to stop interference: 20.45 to 25.50, Assassination attempts and dissidents allowed to leave as refugees: 32.15 to 39.10)
You could also look at the following site which has articles on some of these people: https://www.pbs.org/wgbh/americanexperience/features/castro-fidel-castro/
Do a hotseat activity. Use these characters: Morgan, Matos, Ochoa, Luis Posada Carriles (Operation Mongoose) and a refugee.
4. Come up with a set of questions as a class, or in small groups, that you can ask all the characters. Imagine that the questioners are reporters from a global newspaper.
5. Assess whether internal or external threats from opposition were more significant to Castro and Hitler. Write your answers down.