The Cuban Revolution
This topics focuses on the events surrounding the revolution in Cuba that led to Cuba becoming a communist nation and being a massive thorn in the side of the USA. This topic involves well known historical figures like Che Guevara, Fidel Castro and JFK.
Resources: The source booklet below will be needed throughout this topic.
Source Booklet for Cuba | |
File Size: | 1338 kb |
File Type: | doc |
Outline of the Topic | |
File Size: | 28 kb |
File Type: | doc |
Task 1.
Read through the sheet below entitled Cuba Introduction. Write a quick definition of some of our important concepts:
- Imperialism
- Communism
- Revolution
Having done that, write a quick summary of the key figures on the 4th page.
Read through the sheet below entitled Cuba Introduction. Write a quick definition of some of our important concepts:
- Imperialism
- Communism
- Revolution
Having done that, write a quick summary of the key figures on the 4th page.
Introduction to Cuba | |
File Size: | 3961 kb |
File Type: |
Task 2.
Read the section on the Monroe Doctrine at this website: http://www.globalsecurity.org/military/ops/monroe-doctrine.htm
What do you think the USA meant when they said they wanted:
1. Seperate spheres of influence for the Americas and Europe
2. Non-colonization
3. Non-intervention
Read the sheet below on the Monroe doctrine and summarise in your own words what you think the Monroe Doctrine is saying.
Read the section on the Monroe Doctrine at this website: http://www.globalsecurity.org/military/ops/monroe-doctrine.htm
What do you think the USA meant when they said they wanted:
1. Seperate spheres of influence for the Americas and Europe
2. Non-colonization
3. Non-intervention
Read the sheet below on the Monroe doctrine and summarise in your own words what you think the Monroe Doctrine is saying.
Monroe Doctrine and Platt Amendment | |
File Size: | 2577 kb |
File Type: |
Task 3.
Go to Wikipedia and search the Spanish American War. The first 3 paragraphs give you an overview of why these two countries went to war. Having done that, in 3-5 dot points, make an outline of these motives for war.
Go to Wikipedia and search the Spanish American War. The first 3 paragraphs give you an overview of why these two countries went to war. Having done that, in 3-5 dot points, make an outline of these motives for war.
Task 4.
Having seen the US victory over Spain, the section in the document above on the Platt amendment and then answer the followng questions:
1. What exactly is the Platt Amendment?
2. What power did the Platt Amendment give the US regarding Cuba?
3. Why do you think the US were hoping to gain from this amendment?
4. By 1925, just how much influence did the US have in Cuba?
5. Make a timeline of all the events that happened in Cuban politics between 1902 and 1952
6. How might a politically active, socially concerned Cuban have felt about the way his country was going in the 1950's?
Having seen the US victory over Spain, the section in the document above on the Platt amendment and then answer the followng questions:
1. What exactly is the Platt Amendment?
2. What power did the Platt Amendment give the US regarding Cuba?
3. Why do you think the US were hoping to gain from this amendment?
4. By 1925, just how much influence did the US have in Cuba?
5. Make a timeline of all the events that happened in Cuban politics between 1902 and 1952
6. How might a politically active, socially concerned Cuban have felt about the way his country was going in the 1950's?
Task 5.
Research the Character of Fulgencio Batista. http://www.spartacus.schoolnet.co.uk is a good website to help. How did he come to be ruling Cuba in the 40's and 50's? What kind of a ruler was he?
Research the Character of Fulgencio Batista. http://www.spartacus.schoolnet.co.uk is a good website to help. How did he come to be ruling Cuba in the 40's and 50's? What kind of a ruler was he?
Batista's Cuba | |
File Size: | 1551 kb |
File Type: |
Task 6.
Read the document above and write 10-15 dots points on what Cuba was like under Batista including both the social aspects such as gambling and prostitution and also the economic/political aspects such the dependence on the US buying their sugar.
Question: What happened to Fidel Castro in 1953?
Read through the first two sources on the 2nd page and answer the questions that go with them.
Read the document above and write 10-15 dots points on what Cuba was like under Batista including both the social aspects such as gambling and prostitution and also the economic/political aspects such the dependence on the US buying their sugar.
Question: What happened to Fidel Castro in 1953?
Read through the first two sources on the 2nd page and answer the questions that go with them.
Task 7.
Fidel Castro - http://www.spartacus.schoolnet.co.uk - using the spartacus website again, students should research the early life of Fidel Castro. Make summary notes about his place of birth, education and early political aspirations.
Fidel Castro - http://www.spartacus.schoolnet.co.uk - using the spartacus website again, students should research the early life of Fidel Castro. Make summary notes about his place of birth, education and early political aspirations.
The July 26 Movement | |
File Size: | 2923 kb |
File Type: |
Task 8.
Read through the first paragraph of the information in the document above titled, July 26 Movement. Make a timeline of the events of Fidel Castro and his newly formed July 26 Movement, between 1955 and 1958.
Read through the first paragraph of the information in the document above titled, July 26 Movement. Make a timeline of the events of Fidel Castro and his newly formed July 26 Movement, between 1955 and 1958.
Task 9.
Guerrilla Warfare: Answer the following questions:
- According to Mao Zedong - What is guerrilla warfare?
- What is needed for guerrilla warfare to succeed?
- Why was guerrilla warfare so successful for the July 26 Movement (Castro's Team)?
Guerrilla Warfare: Answer the following questions:
- According to Mao Zedong - What is guerrilla warfare?
- What is needed for guerrilla warfare to succeed?
- Why was guerrilla warfare so successful for the July 26 Movement (Castro's Team)?
Task 10.
Read the section entitled 'The Fidelistas come to Power' and make a list of all the things that Batista did that helped give support to the revolutionaries (Castro and the July 26 movement).
Question:
1. Sometimes the revolution in Cuba is called a Bloodless revolution. Why might the Cuban revolution be considered "Bloodless"?
Read the section entitled 'The Fidelistas come to Power' and make a list of all the things that Batista did that helped give support to the revolutionaries (Castro and the July 26 movement).
Question:
1. Sometimes the revolution in Cuba is called a Bloodless revolution. Why might the Cuban revolution be considered "Bloodless"?
The impact of the Revolution | |
File Size: | 2309 kb |
File Type: |
Task 11.
Read the sheet 'impact of the revolution'. Make a table of two coloums. In that table, make a list of all the positive things achieved by the revolution on one side and on the other side put all the negative things that happened because of the revolution.
Question:
Do you think cuba was better off after the revolution? Give reasons for your answer. 10-15 Lines.
Read the sheet 'impact of the revolution'. Make a table of two coloums. In that table, make a list of all the positive things achieved by the revolution on one side and on the other side put all the negative things that happened because of the revolution.
Question:
Do you think cuba was better off after the revolution? Give reasons for your answer. 10-15 Lines.
Task 12.
Students use the internet, specifically http://www.spartacus.schoolnet.co.uk/COLDguevara.htm to research the character of Che Guevara and assess his contribution to the revolution
Students use the internet, specifically http://www.spartacus.schoolnet.co.uk/COLDguevara.htm to research the character of Che Guevara and assess his contribution to the revolution
Task 13.
Students watch the video - Fidel Castro on Clickview. As they go through this, they take notes about him as a person and about the way he led the revolution in Cuba.
Students watch the video - Fidel Castro on Clickview. As they go through this, they take notes about him as a person and about the way he led the revolution in Cuba.
Task 14.Class discussion/debate – if students wanted to create the perfect society – what sorts of things would they have. What rules would be important? How would you enforce those rules? Would their government system involve more the government being strongly involved in society or would they let things flow?
The following website gives helpful information about the before and after of the revolution.
http://www.democraticunderground.com/discuss/duboard.php?az=view_all&address=389x4653650
http://www.democraticunderground.com/discuss/duboard.php?az=view_all&address=389x4653650
Cold War tensions and the Bay of Pigs | |
File Size: | 911 kb |
File Type: | doc |
Task 15. Students read through the handout – Cold War Tensions and the Bay of Pigs invasion. Students read and discuss the information on the sheet and then answer the source questions after each source.
Cuban Missile Crisis Handout | |
File Size: | 840 kb |
File Type: | doc |
Task 16.Students read through the handout – Cuban Missile Crisis Handout. Class discussion on just how close the world came to a Nuclear War. Students summarise the events in about 20 lines from the handout.
Task 17.
Watch the video 13 Days. Class discuss the complexities of politics and how domestic issues can impact foreign policy.
Watch the video 13 Days. Class discuss the complexities of politics and how domestic issues can impact foreign policy.
Sources for the Cuban Missile Crisis | |
File Size: | 3796 kb |
File Type: |
Task 18.
Give them the source sheet “Cuban missile crisis sources” Get them to read it and answer the questions in the bottom corner.
Give them the source sheet “Cuban missile crisis sources” Get them to read it and answer the questions in the bottom corner.
Castro's influence on Latin America | |
File Size: | 626 kb |
File Type: | docx |
Task 19.
Students read through the handout – Castro’s influence on Latin America. Students answer the questions:
What was Cuba doing to help revolutions in other parts of latin America?
What is the principle of internationalism?
How successful were they in creating revolutions in other countries – why was this the case?
What was Che Guevara trying to do and what happened to him?
Students then answer the source questions at the end of source 9.20
Students read through the handout – Castro’s influence on Latin America. Students answer the questions:
What was Cuba doing to help revolutions in other parts of latin America?
What is the principle of internationalism?
How successful were they in creating revolutions in other countries – why was this the case?
What was Che Guevara trying to do and what happened to him?
Students then answer the source questions at the end of source 9.20