Stage 6 Modern History: The Cuban Revolution

Transcription

1 Stage 6 Modern History: The Cuban Revolution Year 11 Modern History: Topic 1 - B9 The Cuban Revolution - This area of study will examine forces leading to revolution in Cuba in 1959; Fidel Castro and his leadership of revolutionary Cuba; key features of revolutionary Cuba and Cuban influence in Latin America. Unit Duration: 36 Hours Timetabled - Program Designed for 29 hours to allow for 20% of class time lost in extra curricular and school activities. Additional classtime not lost may be used for revision, extension and a more thorough examination of difficult concepts. Syllabus Outcomes that will be focused on in this unit of study: P1.1 Describe the role of key individuals, groups and events of selected studies from the eighteenth century to the present. P1.2 Investigate and explain the key features and issues of selected studies from the eighteenth century to the present P2.1 Identify forces and ideas and explain their significance in contributing to change and continuity from the eighteenth century to the present P3.1 Ask relevant historical questions P3.2 Locate, select and organise relevant information from different types of sources P3.3 Comprehend and analyse sources for their usefulness and reliability P3.4 Identify and account for differing perspectives and interpretations of the past P4.1 Use historical terms and concepts appropriately Stage 6 Modern History: The Cuban Revolution Peita Richards and Simone Small

2 Students Learn About: Students Learn To: Key features and issues of the modern world Political, economic, social and technological features of Cuba prior to and immediately after the 1959 revolution. The nature of the political, social, economic and technological change that occured in Forces for change that emerged in the period of the Batista government, prior to the Cuban revolution, and the manner in which they enabled a revolution to occur The impact of change on Cuban society that was a by-product of the Cuban Revolution Locate, select and organise information from different types of sources, including information and communication technologies (ICT), to describe and analyse relevant features and issues of the Cuban Revolution Analyse the major events and issues relevant to the social and political climate that enabled the Cuban Revolution Describe and evaluate the role of key individuals and groups in the study of the Cuban Revolution. Students develop skills including: historical inquiry; ICT skills; sequencing of major events; appropriate application of historical terms and concepts Stage 6 Modern History: The Cuban Revolution Peita Richards and Simone Small

3 Preliminary Modern History Course Overview Case Study B9: The Cuban Revolution Lessons 1-2: An Introduction to Cuba In this area of study students will be introduced to Cuba as a nation. Supported by maps, timelines and an Annotated Photographic Collection with prompting questions and thoughts, students will acquaint themselves with the concept of where Cuba is and begin to challenge or build upon pre-conceived ideas. Lessons 3-5: Forces Leading to Revolution in Cuba in 1959 Within this area of study students will consider the following concepts and depth studies: Pre-Castro Cuba: Examining the Batista Government and the concept of US Tutelage which may include an overview of Cuba in the early twentieth century. Events studied may include The creation of the Republic of Cuba and its post-colonial identity US financial investments in agricultural and mining which led to a two-thirds majority and control before The rise to prominence of Army Sergeant Fulgenico Batista in The puppet presidents of the 1940s Batista s return to Cuba and seize of power in Economic, political and social changes under the Batista Government Lessons 6-7: Stages of Revolution At this time it is recommended that teachers lead an exposition of the key stages of revolution as a theoretical concept; immediately followed by the examination of a few key events to help illustrate elements of revolution. Morley is considered the premier scholar on this area of international history and political change and whilst his publications are largely academic in nature and often beyond the comprehension level of preliminary HSC students, when edited, they provide clear categories and definitions that may be useful in supporting the teaching of this subject area. Lessons 8-15: Fidel Castro and his leadership of Revolutionary Cuba Within this area of study, students will firstly get to know Castro as a man and revolutionary leader. This will be undertaken through a webquest that formulates a detailed profile of Castro including his early life; family background and education.

4 Students will then utilise support materials to investigate the roles of the primary members of M-26-7 (the July 26 th Movement) who led the attacks leading to the revolution. Students will learn about the eight key individuals; their contributions to the movement and their relationship with Castro. Raul Castro Rus (Fidel Castro s younger brother and current President of Cuba) Camilo Cienfuegos (commander of an rebellion army of 700 men) Jose A. Echeverria (leader of the Revolutionary Directorate) Frank Pais (organiser of the strongest underground resistance to the Batista Government) Abel Santamaria (a core member of M-26-7) Huber Matos (munitions acquisition and logistics) Ernesto Che Guevara (guerrilla and insurgent leader) Lessons 16-19: Che Guevara: A Revolutionary Life Having studied the main gang of eight that led the Cuban Revolution, with a strong emphasis on the role of Fidel Castro, students will undertake a second personality study. Guevara is the lesser known guerrilla leader who mobilised forces to aid the revolutionary attacks, and ultimately led to the installation of Fidel Castro as leader of Cuba. This depth study will allow students to examine the role of individuals other than Castro; as well as considering sources and attempting to reconcile conflict perspectives on how we view individuals within history. Within the study of this personality students will examine: Guevara s early life and education Guevara s pre-revolutionary career as a doctor Guevara s relationship to Castro Significant Achievements Why was he a revolutionary figure? Within this depth study mini-studies Che Guevara: A Revolutionary Life by Soderbergh provides selected scenes that may prove a useful teaching tool. Whilst an adaptation of Guevara s life (representation performed by Benicio del Toro) the documentary film techniques provide a useful visual representation for diverse learners who may struggle to engage with the theory. Whilst the series is in Spanish- with English subtitles- the visual settings themselves help to illustrate the social issues faced at that period in Cuban history. Lessons Key Features of Revolutionary Cuba Within this area of study students will explore the various aspects of life within Cuba during the time of the revolution. These concepts are tied to the underlying theme of comprehending continuity and change throughout history by assessing the impact of events on various aspects of society. Areas to be studied may include:

5 Changes to industry and resource management and its impact on employment, individual and national wealth, and commodity distribution Society in revolutionary Cuba: encompassing family, gender roles, education opportunities and religion Power and authority: the role of the military in securing the new government and its authority; the legitimacy of the new government and the manner in which society was established under the rule of Castro Conflicting perspectives: was the revolution a good thing for the people of Cuba? Lessons Cuban Influence in Latin America In this area of study students will examine the impact of the Cuban Revolution on other countries in Latin America. Concepts that will be examined include democracy and communism; colonialism and self-determination and the rise of a regional arms race. Areas for depth or comparative studies include revolutionary Guatemala and Bolivia- an area of study that is particularly useful as it features Cuba s very own Che Guevara and allows students to question what happens next? when viewing historical figures. These concepts also lend to students who may wish to undertake Extension History in the HSC as they demonstrate the variety of regions; nations and figures that exist outside of their immediate knowledge of what history is, and which may lend to areas of interest to be pursued in their major works. It also permits the discussion of the validity of sources and examines conflicting perspectives within the historical discourse. Lessons Post-Revolutionary Cuba This area of study allows for students to explore the relevance of the Cuban Revolutionary to understanding their contemporary world. Historical events post-revolution, such as the Bay of Pigs invasion; the exile population in Miami, Florida USA; the trade embargo and alignment with the USSR during the Cold War all present areas of study which may be of interest to students and are so numerous that they provide breadth for selecting those most relevant to students interests as they have developed throughout the duration of the case study. Of particular interest may be the usage of history as fiction and an overview of the United States operations to regulate relations with Cuba as depicted in the television show The West Wing episode Ninety Miles Away by Aaron Sorkin. This again relates back to concepts of continuity and change; as well as conflicting perspectives on the status of Cuba within history and within contemporary global affairs.