w. 42

The podcast I told you about: Intrigue: Tunnel 29. LISTEN!!

This week we talked about the Cuban Missile Crisis. This event is discussed in your book in chpt. 33, section 4.

With this conflict we see a number of things, including how conflicts between the U.S. and the Soviet Union existed outside of Europe. In this particular conflict, we saw one the rare occasions where the U.S. and the Soviet Union directly faced one another. As best as we know (that is, those of us who are not privy to top secret documents and events of the Cold War), this is the closest the world came to nuclear war during the Cold War.

Here are some photos I showed in class.

Fidel Castro

Kennedy and his advisors during the 13-day Cuban Missile Crisis

 

We then began doing test preparations. The questions we looked at are on Vklass. (Please keep in mind that it is always better to go into the class on Vklass class rather than to look for things under “Händelser.”)

The various goals we are working with: (These are E-level goals.)

Students can in basic terms give an account of processes of change, events and people from different time periods, and make different interpretations.

 In addition, students can in basic terms give an account of the evolution of processes of change and events, as well as their causes and consequences.

Students can with some certainty use some historical concepts to formulate, investigate, explain, and draw conclusions about historical questions from different perspectives.

Students can with some certainty search for, examine and interpret source material to answer questions about historical processes,

It may also be that you are able to work with this goal

Students give simple examples of, and explain in basic terms relationships between processes in the past and conditions in the present.




 

Here’s a table of the course plan’s grading criteria. You can also find the “Betygskriterier och mål” in Swedish on Vklass under the course and then under “Utbildningsmaterial.” 

E Students can in basic terms give an account of processes of change, events and people from different time periods, and make different interpretations.  In addition, students can in basic terms give an account of the evolution of processes of change and events, as well as their causes and consequences. Students give examples of some individuals and explain in basic terms their importance for different processes. Students give simple examples of, and explain in basic terms relationships between processes in the past and conditions in the present. In addition, students can draw simple conclusions about the significance that processes in the past, and conditions in the present may have for the future. Students can with some certainty use some historical concepts to formulate, investigate, explain, and draw conclusions about historical questions from different perspectives. Students can with some certainty search for, examine and interpret source material to answer questions about historical processes, and also make simple reflections on the relevance of the material. Students base their assessment on some source-critical criteria concerning its usefulness and significance for the interpretation. Students can in basic terms give an account of some historical processes and events that have been used in different ways, and in basic terms explain why they have been used differently. In addition, students give some examples of different ways of using history and make simple assessments of their significance for contemporary developments and events.

C Students can in detail give an account of processes of change, events, and people from different time periods, and make different interpretations. Students compare different interpretations, recommend one, and in a simple assessment, give reasons for their choice. In addition, students can in detail give an account of the evolution of processes of change and events, as well as their causes and consequences. Students give examples of some individuals and explain in detail their importance for different events. Students give simple examples of, and explain in detail relationships between events in the past and conditions in the present. In addition, students can draw some well-grounded conclusions about the significance processes in the past, and conditions in the present may have for the future. Students can with some certainty use historical concepts to formulate, investigate, explain and draw conclusions about historical questions from different perspectives. Students can with some certainty search for, examine and interpret source material to answer questions about historical processes, and also make well-grounded reflections on the relevance of the material. Students base their evaluation on source-critical methods and make a simple assessment of different possible interpretations of the source material. Students can in detail give an account of some historical processes and events that have been used in different ways, and in detail explain why they have been used differently. In addition, students give some examples of different ways of using history and make simple assessments of their significance for contemporary developments and events

A Students can in detail and in a balanced way give an account of processes of change, events and people during different time periods, and interpret them differently.  Students compare different interpretations, recommend one, and in a balanced assessment, give the reasons for their choice. In addition, students can in detail and in a balanced way give an account of the evolution of processes of change and events, as well as their causes and consequences. Students give examples of some individuals and explain in detail and in a balanced way their importance for different events. Students give complex examples of, and explain in detail and in a balanced way, relationships between processes in the past and conditions in the present, and argue for and against different ways of viewing these relationships. In addition, students can draw some well-grounded and balanced conclusions about the significance events in the past, and conditions in the present may have for the future. Students can with certainty use historical concepts to formulate, investigate, explain, and draw conclusions about historical questions from different perspectives. Students can with certainty search for, examine and interpret source material to answer questions about historical processes, and also make well-grounded and balanced reflections on the relevance of the material. Students base their evaluation on source-critical methods and make a balanced assessment of different possible interpretations of the source material. Students can in detail and in a balanced way give an account of some historical processes and events that have been used in different ways, and in detail and in a balanced way explain why they have been used differently. In addition, students give some examples of different ways of using history and evaluate this by making balanced assessments of their significance for contemporary developments and events

 

I encourage you to make a timeline to try to map the various events you think that you want to discuss. Then you can try to decide how to organize what you would write.

Remember that you must use at least one of the six Cold War documents in your answer. And it is not enough to mention the document. You need to use some material from the document within your answer. That is, you need to be able to explain how some element(s) from the document is/are relevant to what you are explaining. Ideally, you’ll pull out specific quotes from the document.

As I said in class, you will be allowed to bring a timeline to the exam. The timeline must be handwritten and must be your own. (You may not photocopy someone else’s.) And you may have only years/dates and events, not descriptive, explanatory, or interpretative text. It’s mean to help you structure your answer.

You will also have a list of Cold War terms.

I will help you with any spellings or questions you have.

And there will be dictionaries in the room.

You will not be graded on you English; you will be graded on your ability to reach the history goals. But I nonetheless expect that you can copy a word from the terms list correctly and that you can ask questions when you’re unsure.