At the start of the First World War, many of the young men who signed up had romantic and valiant visions of what warfare was like. Being the first war fought using the modern technology brought about by the Industrial Revolution, the 19th Century fighting styles and strategies did not match the harsh realities of this new century.
We will take a look at the resources below, and explore how this reality changed the face of warfare forever.
Welcome back! I hope you had a fantastic break, and have recharged your batteries for the big push to the finish. We will try and finish up all the seminars this week, and don't forget your essays are due on Friday as well. If we stay on track (and the weather co-operates) it will leave us at least two days for review before the exam on the 23rd! (you should already be studying..as we discussed in class before the break).
The "cold from hell" that seems to have taken over the school using blitzkrieg tactics, has made me another one of it's victims.
I am away today (and hopefully with a lot of rest) back up and with you all tomorrow. We should all assume that I will be there, so all deadlines, and presentations will go forward as planned. I am looking forward to Owen and Tyler's presentation!
You are to complete the Staking a Historical Claim exercise from yesterday, and hand it in with all the names of the group members who made contributions to your argument on it. If somebody did not help, they do not deserve credit for your work.
You are going to have to finish up our exploration of Hitler on your own. Please work through this PowerPoint (created by a student as part of their seminar from a few years ago), and read this biography. That should be enough information for you to complete this time line for your notes.
Good luck with the food drive, and remember to have a plan for tomorrow! (don't forget about the items in our cupboard..make sure you pull out all the ones that give us double points today!)
Today's Overview Question: Did the German people elevate Hitler, or did Hitler victimize the Germans?
How do historians formulate claims about complex historical events? In this lesson, you will consider competing historical claims about responsibility for the rise of Adolf Hitler and then examine primary sources to generate and support your own historical claims. You will also consider what the significance of these claims might be for today's society.
Before we begin you will need the Staking a Historical Claim handout
Historical Warm-Up: Watch this short film of crowds cheering as Adolf Hitler is driven through the streets of Berlin in 1940. As you watch, write down everything you notice. Afterwards, write two questions you have about what you just watched.
Discussion Questions: What is happening in this film? What does it tell you about the time and place that it depicts? What more do you want to know about the setting and context? What have you learned previously about Hitler and Nazi Germany? What perspective does this film give you on Hitler and his supporters? What questions do you have? And finally: How and why do you think Hitler was able to become so popular in Germany?
Related Information: In the article “Hitler Exhibition Explores a Wider Circle of Guilt,”Michael Slackman discusses an exhibition at the German Historical Museum in Berlin that focuses on the society that gave rise to Hitler:
"As artifacts go, they are mere trinkets — an old purse, playing cards, a lantern. Even the display that caused the crowds to stop and stare is a simple embroidered tapestry, stitched by village women.
But the exhibits that opened Friday at the German Historical Museum are intentionally prosaic: they emphasize the everyday way that ordinary Germans once accepted, and often celebrated, Hitler.
The household items had Nazi logos and colours. The tapestry, a tribute to the union of church, state and party, was woven by a church congregation at the behest of their priest.
“This is what we call self-mobilization of society,” said Hans-Ulrich Thamer, one of three curators to assemble the exhibit at the German Historical Museum. “As a person, Hitler was a very ordinary man. He was nothing without the people.”
Questions: Please answer the following in your notebook
FROM THE LEARNING NETWORK
AROUND THE WEB
Your Job: Two quotations from the article stand out: “Hitler did not corral the Germans as much as the Germans elevated Hitler” and “The Germans were the first victims of Hitler.”
These statements are competing historical claims about the German people’s responsibility in promoting the rise of Hitler. Your job, as a historian, is to examine historical evidence and then make historical claims supported by that evidence.
In small groups (3 or 4), you will examine primary source evidence in the form of videos, images, artifacts and historical newspaper articles. Using the evidence that you collect, you are to make your own historical claims about the extent to which the German people were responsible for the rise of Hitler.
When the small-group work is complete, the class will come together to engage in a round-table discussion at which all groups of historians will present their claims and supporting evidence and engage in discussion about the significance of their findings for today's society.
More sources for you to consider:
Please complete this map for homework. It's not hard, but it's important in helping you understand the Second World War.
We have already worked our way through the rubric for the seminar. Today we are going to discuss the role of the audience, and review the process that has been put in place to help you (so please take advantage of it!). We are also going to look at some of the pitfalls associated with Power Point (and for those who need a handy reference, I've included a Basic Power Point How To).
We will be also be working together to start our journey to understanding World War II. This will be essentially a Socratic (teacher-centred) lesson, but you will be asked to not only pay attention but also to contribute your thoughts and prior knowledge. Board notes can be found here.
We will also be watching the National Geographic video on the Rise of Hitler (you can use this handout to guide your learning).
HUGE REMINDER: You should be working on both your seminar and continuing to compile research your essay for homework. Due dates are approaching a lot quicker than you think.
What is the CRAAP Test and why do you need to know it? (as adapted from this website)
As an academic streamed student, you are required to write papers, give presentations, and conduct research. During this process you will
have to find resources to learn about your topic. Often times finding
information is not a problem, but determining if the information is credible or
appropriate to use in a graded research paper can be a challenge, especially if that information is
found on the Internet. It is your responsibility as a student to use accurate and reliable resources in your academic work. Using outdated, inaccurate, or unreliable sources may result in a bad grade. An easy
way to determine if you should use a particular source of information is to apply the CRAAP test.
The CRAAP test is a series of questions listed under five criteria
that help you evaluate resources. The CRAAP acronym comes from the first
letters of each criterion, which are:
Current?, Relevance, Authority, Accuracy, and Purpose.
Each criterion is important to look at in the evaluation process so that you can accurately determine if the resource you are looking at is appropriate to use for a paper or a project. You can use CRAAP to help you evaluate all types of resources like books, magazine articles, journal articles, newspapers and websites.
Current: When was the information posted or published online? Is the information current or out of date for your topic? Are the listed links functional?
Relevance: What is the depth/coverage of the information? Who is the intended audience?
Authority: Who wrote the information and what are their qualifications? Is there contact information on the website? What does the URL reveal about the author or the source?
Accuracy: Are there citations for the information provided on the website so that you can tell where the information came from? Is the page or the language on the page objective and free of emotion? Are there
any spelling, grammar, or other typographical errors?
Purpose: What is the purpose of the website? To inform? To teach? To sell? To entertain? To persuade? Are there political, ideological, cultural, religious, institutional, or personal biases and are the biases clearly stated on the page?
Today, we are going to build our PERSIAT for the 1930s. We will be working together as a class, looking at this handout onInter-War Politics and the following two videos:
Today, I would like you to work your way through each of the activities in this booklet. For the most part, the scrapbooks on the 1930s should help answer all the questions (although those big shiny black boxes in front of you are also excellent sources of information too). You will need this handout for the "pictures" activity.