Task on Entry Look at source G and

Task on Entry Look at source G and

Task on Entry Look at source G and THINK about your answers to the questions. What is the value of source G to a historian studying US-Cuban relations, 19591961? What are the limitations of source G to a historian studying USCuban relations, 1959-1961? Attributes such as murderer, hangman or butcher, applied to Kruschev on placards and press articles, sounded well-nigh respectable in comparison with the outpourings of hate that any public mention of Castros name provoked. Whereas, the previous year, he had been wildly cheered for five whole days in New York, he was now reviled as a hairy rat, a hobo and ravisher of young girls, whose greatest pleasure was to hold a knife to any Americans bare throat. Source G: An extract from an article by the chief correspondent of the German newspaper, Suddeutsche Zeitung, about Castros visit to New York City in 1960.

Task on Entry PAIR and discuss your responses with the person next to you. What is the value of source G to a historian studying US-Cuban relations, 19591961? What are the limitations of source G to a historian studying USCuban relations, 1959-1961? Attributes such as murderer, hangman or butcher, applied to Kruschev on placards and press articles, sounded well-nigh respectable in comparison with the outpourings of hate that any public mention of Castros name provoked. Whereas, the previous year, he had been wildly cheered for five whole days in New York, he was now reviled as a hairy rat, a hobo and ravisher of young girls, whose greatest pleasure was to hold a knife to any Americans bare throat. Source G: An extract from an article by the chief correspondent of the German newspaper, Suddeutsche

Zeitung, about Castros visit to New York City in 1960. Task on Entry SHARE...your responses with your group or the class. What is the value of source G to a historian studying US-Cuban relations, 19591961? What are the limitations of source G to a historian studying USCuban relations, 1959-1961? Attributes such as murderer, hangman or butcher, applied to Kruschev on placards and press articles, sounded well-nigh respectable in comparison with the outpourings of hate that any public mention of Castros name provoked. Whereas, the previous year, he had been wildly cheered for five whole days in New York, he was now reviled as a hairy rat, a hobo and ravisher of young girls, whose greatest pleasure was to hold a knife to any Americans bare throat. Source G: An extract from an article by the chief correspondent of the German newspaper, Suddeutsche

Zeitung, about Castros visit to New York City in 1960. Eisenhower, Cuba and Castro, 1959-1961. Communicator Balanced Learning Objective: 1. To know the main factors that contributed to deterioration of US-Cuban relations during the Eisenhower administration. 2. To improve your analytical and comparative essay writing. Learning Outcomes: Grade 4 You can describe the factors that contributed to the deterioration of USCuban relations, 1959-1961 . KEY TERMS: nationalised nationalization

embargo thesis Grade 5 You can explain and compare the significance of each factor in causing the deterioration of US-Cuban relations. Grade 6/7 You can evaluate which factors were most significant in the success of the Cuban Revolution. 1958. Eisenhower, Cuba and Castro, 1959-1961. Activate: When and why did US-Cuban hostility develop? INSTRUCTIONS: Summarise the key factors that

contributed to the deterioration of US-Cuban relations, 1959-1961 1. Read p.153-156. 2. Create a set of summary notes on the deterioration of US-Cuban relations. p. 154 is a good starting point. 3. Think about how you will record your research. You may want to create a spider diagram, a mind map, double bubble diagrams, bullet-point/Cornell Method notes. Need a little help? Use these guides. Mind Maps Bullet point/Cornell M ethod notes Other ways of recordin g research Demonstrate Activity - Consensus 1. You are going to consider the answer to a key question. 2. For the first 5 minutes you work on your own. You write

your comments in your corner of the sugar paper. 3. After 5 minutes you try to reach a consensus about your answer to the question. Any points you agree on you write in the circle in the middle. Then, discuss you points and write anything you agree on in the circle. 5 minutes to write your answers in a corner Demonstrate Activity - Consensus What were the most significant factors in the deterioration of US-Cuban relations between 1959 and 1961? Explain your answer. To what extent is one set of factors more significant? What links exist between the factors? How far did Eisenhower's indifference to Cuba contribute to the deterioration of US-Cuban relations ?

What could the USA and Eisenhower have done differently to avoid the deterioration of US-Cuban relations? 5 minutes to write your answers in a corner Demonstrate Activity - Consensus What were the most significant factors in the deterioration of US-Cuban relations between 1959 and 1961? Explain your answer. To what extent is one set of factors more significant? What links exist between the factors? How far did Eisenhower's indifference to Cuba contribute to the deterioration of US-Cuban relations ? What could the USA and Eisenhower have done differently to avoid the deterioration of US-Cuban relations? Discuss your answers and write points you agree on in the circle. Eisenhower, Cuba and Castro, 1959-1961. Communicator

Balanced Learning Objective: 1. To know the main factors that contributed to deterioration of US-Cuban relations during the Eisenhower administration. 2. To improve your analytical and comparative essay writing. Learning Outcomes: Grade 4 You can describe the factors that contributed to the deterioration of USCuban relations, 1959-1961 . KEY TERMS: nationalised nationalization embargo thesis Grade 5

You can explain and compare the significance of each factor in causing the deterioration of US-Cuban relations. Grade 6/7 You can evaluate which factors were most significant in the success of the Cuban Revolution. 1958. History Command Terms A key to success is understanding the question. IB History questions use key terms and phrases known as command terms. Common command terms are listed on the next slide with a brief description of each. Compare Discuss

Contrast Evaluate To what extent Examine History Command Terms Compare Compare & contrast Contrast Discuss Evaluate Examine To what extent Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout. Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout. Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout.

Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence. Make an appraisal by weighing up the strengths and limitations. Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue. Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument. See page 10 of your IB History Course Guide for Students. This should be in the front of your folder. History Essay Analytical Paragraphs Essay Title: Evaluate the impact of guerilla warfare during the Cuban Revolution, 1956-9. ACTIVATE: 1. Read the introduction. 2. Use a number of colours to create a key. 3. Use the key to highlight where each part appears in the answer. 4. Identify the strengths and improvement areas for the introduction. History Essay Analytical

Paragraphs Essay Title: Evaluate the impact of guerilla warfare during the Cuban Revolution, 1956-9. DEMONSTRATE: Choose one of the factors identified in the sample introduction. Write an analytical paragraph using that factor. 1. Point / Opening sentence 2. Examples 3. Explanation of examples 4. Critical analysis 5. Conclusion 1-2 sentences that outline the main point or points of the paragraph. This MUST link to the essay question directly. Use your contextual knowledge to give examples that support your opening sentence. What do your specific examples mean? Expand your examples by providing additional detail. How do your examples prove your main point from the opening sentence? Why are these examples important?

Sum up the main arguments of your paragraph. Make sure these link back to the overall essay question. IB History Masterchef! What would your recipe be for an evaluate question? How will you remind yourself the steps you need to take to get full marks?

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