1. Getting an overview of Castro's Rise to Power
Research target: Cornell Note Taking Strategy Starter
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a) Use the Cornell method to take notes from the audio visual source:
b) Class discussion: can we identify any similarities with Hitler's Rise to Power? Use the following headings to help you:
WEAKNESS OF OPPOSITION, CONTEXT, CHARISMA OF LEADER/PARTY | ||
2. Political changes in Cuba 1944-52: Batista's Coup
Thinking Skills: Working with Alternate View Points
Read the Document on Cuba under Batista for an overview of Cuba before Castro, to help give context for the changing governments activity. Then complete the "batista government and castro appeal sources" activity which explains more about Castro's RTP
Read the Document on Cuba under Batista for an overview of Cuba before Castro, to help give context for the changing governments activity. Then complete the "batista government and castro appeal sources" activity which explains more about Castro's RTP
| 1_cuba_under_batista_before_revolution.docx |
| activity_for_changing_governments_in_cuba_1944_to_1952.docx |
| batista_government_and_catro_appeal_sources_activity.docx |
3. How did events in 1952-59 help Castro to power?
1. Make sure you finish completing your role cards from last lesson and add them to your Google Site.
2. Open the document 'Rise to Power 1952-9' (ignore the 'overview' section).
i) Complete tasks 1-3 on the sheet, answering on your Google Site
ii) For Task 2 you will need a log in: wishistory & a password: history89 There is a cornell note taking frame belowto help you take notes. Your focus is events 1952-59.
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4. Developing analysis from the narrative: Context, Role of Leader, Weakness of Opposition/Alternatives
Research: Selecting and Categorising information when you have a defined analytical structure
a) What was the US' attitude to Castro's Rise to Power?
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b) Download the 'Castro RTP Source Analysis' frame above.
i) Read Matthew’s article and analysis: annotate/highlight in 4 colours (role of leader, social divisions and economic factors, tactics (force, persuasion, propaganda) and ideology.
ii) Watch the anti-Mathew's video. How does this affect our notions about him as a primary source? Add point of view to notes in a different colour.
c) Using the sources available, find evidence to support/contradict the point of view of the Matthews article. Add them to your frame in a third colour.
d) Now organise each column into a 'claim' - 'counter-claim' structure through subheadings/cutting pasting.
e) Using your notes from previous lessons, develop each column.
i) Read Matthew’s article and analysis: annotate/highlight in 4 colours (role of leader, social divisions and economic factors, tactics (force, persuasion, propaganda) and ideology.
ii) Watch the anti-Mathew's video. How does this affect our notions about him as a primary source? Add point of view to notes in a different colour.
c) Using the sources available, find evidence to support/contradict the point of view of the Matthews article. Add them to your frame in a third colour.
d) Now organise each column into a 'claim' - 'counter-claim' structure through subheadings/cutting pasting.
e) Using your notes from previous lessons, develop each column.
f) Read pp 75 to 79 in the Gray text. In pairs, write a fictional, but historically accurate, conversation between Batista and Castro. It is a chance meeting in 1959 and the two are arguing about who should take power. Script this conversation. Include references to Operation Verano and M-26-7 urban cells. Perform your script with gusto. Concentrate on referring only to events in the years 1956 to 1959.
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Some interesting activities to make your essays 'pop':
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