Presentation on theme: "2013 Japanese Militarism through World War Two Lesson Plan Date your papers: Wednesday, May 22, 2013 Half of Block Day: Thursday, May 23 or Friday, May."— Presentation transcript:
2013 Japanese Militarism through World War Two Lesson Plan Date your papers: Wednesday, May 22, 2013 Half of Block Day: Thursday, May 23 or Friday, May 24, 2013 Tuesday, May 28, 2013 Wednesday, May 29, 2013 Thursday, May 30, 2013 Friday, May 31, 3013
Wednesday, May 22, 2013 Quiet Question: Type Two Prompt----In the previous lesson, we examined how China experienced revolution, civil war, and invasions in the 20 th century that eventually led to the Communist victory under Mao in The following are primary sources about the Long March. In the one of the primary sources, Mao refers to the Long March as a lesson to be learned and followed as the Japanese are once again invading China in 1937.
The Long March October 1935 The Red Army fears not the trials of the Long March, Holding light ten thousand crags and torrents. The Five Ridges wind like gentle ripples And the majestic Wumeng roll by, globules of clay. Warm the steep cliffs lapped by the waters of Golden Sand, Cold the iron chains spanning the Tatu River. Minshan's thousand li* of snow joyously crossed, The three Armies march on, each face glowing. * one li = 0.5 kilometers
Mao also wrote: Speaking of the Long March, one may ask, "What is its significance?" We answer that the Long March is the first of its kind in the annals of history, that it is a manifesto, a propaganda force, a seeding-machine. … The Long March is a manifesto. It has proclaimed to the world that the Red Army is an army of heroes, while the imperialists and their running dogs, Chiang Kai-shek and his like, are impotent. It has proclaimed their utter failure to encircle, pursue, obstruct and intercept us. The Long March is also a propaganda force. It has announced to some 200 million people in eleven provinces that the road of the Red Army is their only road to liberation. Without the Long March, how could the broad masses have learned so quickly about the existence of the great truth which the Red Army embodies? The Long March is also a seeding-machine. In the eleven provinces it has sown many seeds which will sprout, leaf, blossom, and bear fruit, and will yield a harvest in the future. ON TACTICS AGAINST JAPANESE IMPERIALISM Report given by Mao Zedong at a Party conference, December 27, 1935
Wednesday, May 22, 2013 Working with your partner, you will use your Revolution in China notes and the primary sources to answer the following: a) What happened during the Long March? b) What were the immediate effects of the Long March? c) What is the lesson Mao wants the Chinese people to learn from the Long March? Explain. d) How do the propaganda poem and posters support this lesson Mao wants the Chinese people to learn? Explain.
Wednesday, May 22, 2013 Class: Have students share their responses. Unfortunately for China, not only did the country have to contend with European imperialistic aspirations, but also ones from Japan. And the Japanese were the most brutal and cruel to the Chinese people during this time. The nationalism and militarism of newly modern Japan and the impact it had on China is what we will be examining in this lesson. Class: Ms. Barben is going to do her Japan’s Militarism and War Powerpoint. And you are to take notes in the provided graphic organizer. Homework: Read textbook pages identified on first page of lesson plan and add to notes.
Wednesday, May 22, 2013 Homework: Textbook Pages: Japan Joining the Imperialists---page 743 War with Russia----pages Japanese and US Relations---page 744 A Militarist Japan---pages The Japanese Path to War---pages Japan at War---pages The Asian Theater---pages 869, 871 The New Order in Asia---page 879 Japan---page 883 The Bombing of Cities Japan---pages
First Half of Block Period Class: Ms. Barben is going to finish her Japan’s Militarism and War Powerpoint. You are to finish your notes.
2013 Communist China under Mao Lesson Plan Date your papers: Block Day: Thursday, May 23 or Friday, May 24, 2013 Tuesday, May 28, 2013 Wednesday, May 29, 2013 Thursday, May 30, 2013 Friday, May 31, 2013
Second Half of Block Period Quiet Question: Type Two Prompt---Working with your partner, you will examine the World War Two Propaganda Posters from Japan and the United States. Using your notes from the Japanese Militarism Lesson Plan and your Blue Propaganda Handout Packet, with your partner answer the following questions: a) What is the overall message or theme of the Japanese Propaganda Posters? Explain how this is represented in the posters.
Second Half of Block Period b) Provide a minimum of TWO different examples of actions Japan took that support the message of the posters? Be sure to explain each. c) What is the message or theme of the American propaganda posters about Japan? Explain how this is represented in the posters. d) Provide a minimum of TWO different examples of actions Japan took that support the message of the posters? Be sure to explain each
Second Half of Block Period Class: As we have seen the Chinese people suffered great atrocities due to Japanese aggression. And the hope was that when World War Two ended and the Communists and Mao Tse-Tung rose to power, there would be no more. But unfortunately, this was not the case. Mao was a Communist dictator who set out to establish a “Cult of Mao” through his “reforms” that would wreck more havoc on the Chinese people. This is what we will be examining in the lesson.
Second Half of Block Period Class: Ms. Barben is going to begin her Introduction to Mao’s China Powerpoint Lecture and you are to take notes in the provided graphic organizer.
Second Half of Block Period Homework: You will read the Textbook Pages identified on the first page of this lesson and take notes in the provided graphic organizer. This will help you follow the A and E Documentary on Mao that we will be watching in the next class period.
Tuesday, May 28, 2013 Class: Ms. Barben is going to finish her Introduction to Mao’ China Powerpoint Lecture and you should take notes in the provided graphic organizer. ***We will not be watching the Mao Documentary due to losing time for the Stream Study Fieldtrip and Keystone Exams.***
Tuesday, May 28, Groups: Working in your groups, you will create a Photo Essay examining Mao’s Reign of China. The Mao Photo Essay is to prove the following thesis statement: “Mao sought to forcibly transform China to his “Communist Vision” and did this at the expense of the Chinese people.” Since you are working in groups of four or five and there are twenty topics to be addressed, you must have: – THREE slides per topic If it is a group of four that means each person will have to do a total of 15 slides. – Each slide must have the following: A title A well-developed paragraph explaining the historical change/event with historical details, explanation of the included visual primary source, and explained how the information supports the thesis statement. Either a written or visual primary source – A written primary source: excerpt from a speech, law, government memo, interview, excerpt from testimony, excerpt from a journal, a newspaper article, a poem – A visual primary source: photo, political cartoon, propaganda poster, map, chart, or graph
Tuesday, May 28, 2013 Topics to be Addressed: Mao’s Political Ideology People’s Liberation Army First Five Year Plan Second Five Year Plan/Great Leap Forward Communes and Collectivization Great Famine Industrialization and Backyard Steel Campaign Infrastructure Improvements Thought Reform Hundred Flowers Campaign Anti-Rightist Campaign and Forced Labor Repression and Terror Trials of Landlords Socialized Education Movement and Sent-Down Youths Cultural Revolution Destroying the Four Olds Red Guards Cult of Map and Little Red Book Propaganda---Controlling the Arts and Media Gang of Four
Tuesday, May 28, 2013 and Wednesday, May 29, 2013 First and Second Work Day: Assign topics. Go to Ms. Barben’s Powerpoints on Mao---There are four. Take notes adding to your graphic organizer and filling in gaps. Download and print up the Mao Supplemental Reading from the teacher page. Strong historical content and includes visual primary sources. Identify ideas for possible visual primary sources. Homework: Finish research and note-taking.
Thursday, May 30, 2013 Third Work Day: Begin to create Powerpoint Slides. Should complete two of your four assigned topics. Finish as homework.
Friday, May 31, 2013 Fourth Work Day: Create the slides for the other two of your four assigned topics. As a group, merge the slides together. Edit work. Finish as homework. Due next class period---Monday, June 3, 2013