Henry J. Brajkovic
First Lesson: Learning Concepts
It is generally accepted that learning concepts helps the students better understand the unit. It is a good idea to do this lesson
prior
to assigning them reading material from the chapter.
There are two choices one can make in selecting word lists.
1.
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Choosing words from the test that the students might find difficult to understand or spell.
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Example: In
History of a Free
People
by Henry W. Bragdon & Samuel P. McCutchen, The MacMillan Co., N.Y. pages 650-652, Chapter 28.
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(a) definition of words
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-Caribbean area
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-World organization
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-international cooperation
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-isolationist
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-Nazi Germany
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-crusade
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-inaugural address
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-Western Hemisphere
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-internal affairs (of a nation)
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-external affairs (of a nation)
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-intervention
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-corollary
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-The Monroe Doctrine
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-nonintervention
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-Platt Amendment
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-finances (of a government)
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-to police a government
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-Pan-Americanism
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-to forego
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-territorial conquest
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-to dominate
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-to break precedent
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-agricultural problems
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-cultural relations
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-cultural ties
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caballeros
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senoritas
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gringo
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-natural habitat
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-incessantly
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-local and private agencies
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-mural(s)
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-mutual ignorance
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-mutual distrust
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The above list would cover the text dealing with the Good Neighbor Policy and Pan-Americanism only.
2.
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Choosing words that would cover the general topic of F.D.R.’s conduct of foreign affairs.
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Example:
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(a) definition of words
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-fascism
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-tariff
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-Nazism
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-rearmament
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-embargo
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-Blitzkrieg
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-appeasement
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-dictator
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-nationalization
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-Chancellor
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-neutrality
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-Premier
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-reciprocity
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-Prime Minister
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-reciprocal trade
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-diplomatic recognition
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-vital interest
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-government policy
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(b) Persons to know
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-Neville Chamberlain
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-Winston S. Churchill
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-Francisco Franco
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-Adolf Hitler
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-Benito Mussolini
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-Edward Benes(h)
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-Cordell Hull
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-Joseph Stalin
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-Edouard Daladier
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-Quisling
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Second Lesson: The Good Neighbor Policy
The students have been assigned to study pages 650-652 in chapter 28 in
History of a Free People
by Henry W. Bragdon and Samuel P. McCutchen, The MacMillan Co., N.Y. They were told to review the definitions of the word list in the previous lesson.
The teacher asks the students to make two columns in their notebook. One column would have the title “Our Image of Latin Americans,” and the other column would have the title “Latin American Image of Us.” The students should write a description of an imaginary Latin American in the appropriate column. This should be followed by a short discussion of what different students had written. The second column could first be discussed with the class and the teacher could write out on the blackboard different contributions given by the students. The students could copy the blackboard material. This should help get the class involved in attitude and stereotype making. Do not spend too much time on this activity.
Questions for classroom discussion:
1.
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Do the actions of the U.S. government toward Latin American government create an attitude toward us?
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How? Give an example. (an imaginary or real example based on the chapter)
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Possible answer: The landing of U.S. Marines.
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2.
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What principle did the U.S. declare at the Pan-American Conference in Montevideo in 1933?
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Possible answer: Nonintervention. The U.S. gave up the right to intervene in the internal affairs of other states.
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3.
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What specific actions did Roosevelt take to implement his Good Neighbor Policy in:
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(a)
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Cuba.
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Possible answer: The Platt Amendment was voided.
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(b)
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Panama.
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Possible answer: The U.S. gave up the right to police the government of Panama.
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(c)
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The Dominican Republic.
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Possible answer: The U.S. abandoned control of the finances of the Dominican Republic.
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(d)
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Haiti.
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Possible answer: The U.S. pulled out the Marines.
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4.
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How did F.D. Roosevelt handle the seizure of the property of the American oil companies in Mexico in 1938?
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Possible answer: Roosevelt made only mild protests and urged the oil companies to accept low payment for their properties by the Mexican government.
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5.
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What advice did the American oil companies give F.D.R.? Possible answer: Send in the Marines. How did Roosevelt respond to their demand?
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Possible answer: He didn’t follow it.
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6.
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What steps did Roosevelt take to improve trade between Latin America and U.S.A.?
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Possible answer: He approved the reciprocal lowering of the tariffs.
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7.
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In what way did the lowering of the tariffs help the American workers?
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Possible answer: It stimulated the economy and provided jobs.
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Third Lesson: U.S. Neutrality
The students have been assigned to study pages 654-658 in chapter 28 on “The Good Neighbor and the Axis Threat” in
History of a Free People
by Bragdon and McCutchen, The MacMillan Co., N.Y.
Review the following concepts before continuing with the lesson:
1.
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Fascism is . . . (Possible Answer: When the state controls the total life of the people.)
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2.
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An internationalist is . . . (Possible answer: One who believes in cooperation among nations.)
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3.
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An isolationist is . . . (Possible answer: A person who believes that the U.S. should stay out of international organizations, such as the League of Nations and the World Court. He/she also believes the U.S. should stay out of foreign wars.)
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Questions for classroom discussion:
1.
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Why were most Americans isolationists in the early 1930’s?
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Possible answer: They were disappointed with the peace settlements, uncollectible debts from the Allies, and the problems that the Depression brought about.
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2.
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What did the Nye committee investigate?
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Possible answer: It investigated the American armament manufacturers.
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What was one of its major findings?
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Possible answer: The munitions manufacturers made large profits during 1914-1917.
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Ask the students whether they would have been internationalists or isolationists at that time.
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3.
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What is pacifism?
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Possible answer: It is a belief that an individual and a country should not go to war but should live in peace, no matter what the price.
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Ask the students to think of a slogan(s) that expresses pacifism.
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Possible answers: “Make love not war,” “Better Red than Dead.”
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4.
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What were the provisions of the Neutrality Act of 1935?
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Possible answer: No arms shipments to belligerents.
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5.
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How was the problem of keeping the U.S. out of war dealt with in the Neutrality Act of 1937?
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Possible answer: It dealt with the problem by forbidding American ships to carry arms to the belligerent nations.
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What was meant by the term “cash-and-carry” in this act?
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Possible answer: The belligerents would have to pay for the goods in the U.S.A. and carry the goods away in their own ships.
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What nations benefited by this act?
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Possible answer: Japan and Germany.
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6.
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How did Congress try to keep American ships from being sunk?
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Possible answer: Congress prohibited the ships to enter ocean combat zones.
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The teacher should give a short background talk on the Spanish Civil War. He/she could put on the blackboard the following information:
1.
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Explain who the Loyalists and the Rebels were.
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2.
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List the nations that backed the Loyalists.
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3.
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List the nations that supplied the Rebels.
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4.
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Indicate the leader of the Rebels.
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5.
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Indicate why the U.S. government was unable and unwilling to help the Loyalists.
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Possible answer: The Neutrality Act of 1935 did not apply to civil wars, but only to nations at war.
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