Portugal – Escola Secundária Dr. Joaquim Gomes Ferreira Alves, Valadares Vila Nova de Gaia
Greece – 3 Gymnasium of Iraklion
Italy – ISTITUTO D'ISTRUZIONE SUPERIORE Martino Bassi – Seregno
Italy – LICEO CLASSICO STATALE TITO LIVIO
Romania – SCOALA GIMNAZIALA"SFANTUL VASILE",PLOIESTI
LICEO CLASSICO TITO LIVIO
CLIL Lesson Plan 2017/2018 Subject: History
Grade: Classe 5a (18-19 years-old) Time: 2nd Term
Aims Students will: have a global understanding of the phenomenon of the Great Crisis of 1929 in its causes and consequences; analyze the implied events using the cause-effect rela(onship; compare the New Deal to other systems; discuss an historical phenomenon; interpret visual and audio informa(on; recognize/understand/use new vocabulary.
Content
Cogni(on
The economic context of the United States during the Roaring Twen(es and the causes of the Great Crisis. The Great Crisis and its chain of consequences. Franklin D.Roosevelt and the different aspects of the New Deal. The use of John M.Keynes’ ideas. economic processes. relations between economy, society and politics.
Ability to recognize a cause-effect rela(onship between two historical events; Ability to recognize the basic laws of economy ac(ve in this context; Ability to understand and discuss the rela(on between real economy and finance; Ability to discuss the reasons by which the various poli(cal subjects act and react; Ability to recognize the rela(onship between poli(cs and economy in this context; Ability to understand and discuss different poli(cal models about the rela(on between State and Individual Ci(zen; Ability to critically compare past events to present events.
Culture US in the Roaring Twen(es; The Great Crisis of ‘29; Franklin D.Roosevelt and the New Deal.
Communica(on Language OF learning
Language FOR learning
Language THROUGH 1
LICEO CLASSICO TITO LIVIO
Key vocabulary durable consumer goods; phonographs; vacuum cleaners; Hire Purchase; Bank Loan; financial assets; shares; bankruptcy; insolvency; job dismissal; dam; Deficit Spending.
- Explain the boom of durable consumer goods in the Roaring Twenties US. - How could the lower classes afford to buy expensive goods? - How could the US market saturate in some years? - Explain the causes of the speculative bubble of the ‘20s. - How the ‘29 Crash of the Stock Exchange affected the banking system? - How the ‘29 Crash of the Stock Exchange affected the businnesses? - How the ‘29 Crash of the Stock Exchange caused mass unemployment? - How the ‘29 Crash of the Stock Exchange affected rural areas? - How the ‘29 Crash of the Stock Exchange affected European economies? -What was the Dawes Plan? - Why H.Hoover failed to respond to the crisis? - What were the main points of the New Deal of Franklin Delano Roosevelt? - Who was J.M.Keynes? - Explain the political consequences of the New Deal in the US.
learning New Expressions; New Vocabulary; Describe Pictures; Select Information from given words; retain language revised by both teacher and peers; make use of peer explanations; record, predict, learn new words which arise from activities; take the Classwork
Procedures Lesson 1 (55’) Welcoming the students and explaining this is a CLIL lesson Exploring a Power Point presenta(on. Content: the US economy in the 20s; the satura(on of the market; the “specula(ve bubble” problem in finance; the Stock Exchange crash. Open space for ques(ons on the part of the students and discussion. Recalling the steps of the work. Lesson 2 (55’) Recalling key-concept of the previous lesson. Exploring a Power Point presenta(on. Content: Crisis of the Banks; Crisis of the Businesses and unemployment of the workers; a nega(ve spiral; the rural areas of US Consequences for European countries; the case of Germany; how the European governments responded. Open space for ques(ons on the part of the students and discussion. Recalling the steps of the work. Lesson 3 (55’) Recalling key-concept of the previous lesson. Exploring a Power Point presenta(on. Content: Herbert Hoover; Franklin D.Roosevelt; the New Deal; John M.Keynes; Poli(cal consequences of the New Deal. 2
LICEO CLASSICO TITO LIVIO Open space for ques(ons on the part of the students and discussion. Recalling the steps of the work. Lesson 4 (55’) Conclusion of the ac(vi(es - evalua(on
Aids Power Point Presenta(on; Readings from J.K.Galbraith, The Great Crash, 1929; Historical footage; Worksheets.
3
1929: THE GREAT CRISIS
THE US ECONOMY IN THE '20s Prosperity of the “Roaring Twenties� During the second half of the 20s, the USA experienced a boom in durable consumer goods that symbolized the middle classes and included radios, phonographs, cameras, cars, refrigerators, washing machines and vacuum cleaners.
The lower classes could afford to buy a car - and other durable consumer goods thanks to a Hire Purchase or a Bank Loan The general effect was a growth in demand and a consequent growth in production
THE SATURATION OF THE MARKET (PROBLEM IN ECONOMY) Initially, the durable consumer goods market was very dynamic, but was saturated after a short period.
THE “SPECULATIVE BUBBLE” PROBLEM IN FINANCE As a consequence, the real value of the financial assets was lower than prices. There were inconsistent views of the future: a speculative bubble was born.
STOCK EXCHANGE CRASH On 21st October 1929, the Wall Street stock exchange in New York experienced a crash. With the fall in the value of shares many companies, which had been investing their liquidity on the stock exchange since 1928, lost more than half the capital they had invested.
CRISIS OF THE BANKS The investors ruined by the crash could not repay their bank loans So the banks could not pay interest to its savers The savers in panic took their money back from the banks, causing widespread bankruptcies
CRISIS OF THE BUSINESSES AND UNEMPLOYMENT OF THE WORKERS The surviving banks could not afford to lend to businesses So businesses: 1) were damaged by the crash; 2) lost bank loans; 3) were damaged by a reduction in demand To survive, businesses were forced to dismiss many workers, creating mass unemployment
A NEGATIVE SPIRAL In the first months of 1930 there was a wave of insolvencies and bankruptcies. Numerous job dismissals caused a fall in the demand for industrial products and a fall in prices, which also affected agricultural products.
THE RURAL AREAS OF US The price of grain was halved by 1932, and caused a deep crisis in the rural world of the United States.
CONSEQUENCES FOR EUROPEAN ECONOMIES
The crash in the American stock exchange was contagious, and spread to European markets.
THE CASE OF GERMANY The Dawes Plan had been connecting the two economies. The American investors asked German banks for their money back => crisis of the banks => crisis of businesses => reduction of production => mass unemployment => decrease in wages => crisis of demand => fall of prices
HOW THE EUROPEAN GOVERNMENTS RESPONDED 1st Move: Devaluation of the national currency, in order to encourage exports The English Pound was devalued too; but it was the basis of the Gold Exchange Standard. 2nd Move: To counter the export of other nations, rise in tariffs Consequence: the international commerce system collapsed
HERBERT HOOVER Republican President of the US. Unprepared to deal with the crisis. Granted Federal Bank loans to banks and businesses; refused to grant unemployment benefits => the crisis worsened
FRANKLIN DELANO ROOSEVELT At the 1932 presidential elections, Franklin Delano Roosevelt, the Democrat candidate, was elected President of the US. During the electoral campaign, FDR had presented himself as the people's champion. He promised a New Deal for the American People.
THE NEW DEAL The State had to intervene in economic matters, orienting and adjusting the system a) Reorganization of the banking system and control of the stock exchange b) Support for social groups in difficulty
THE NEW DEAL - 2
c) Huge programme of public works: the construction of streets, bridges, dams etc. gave a job to millions of unemployed people.
d) the relationship between workers and employers was regulated by the State. Moreover, a program of unemployment benefits financed by the Federal Government started.
JOHN MAYNARD KEYNES Genius economist from London School of Economics 1936: The General Theory of Employment, Interest and Money Attack on exaggerated liberism: the State had to intervene in economic matters Deficit spending: the State had to spend, to mantain the circulation of money, jobs and purchasing power of workers
POLITICAL EFFECTS OF THE NEW DEAL The New Deal was very effective in dealing with the crisis. FDR was able to win the presidential elections of 1936, 1940 and 1944
LICEO CLASSICO TITO LIVIO
CLIL Lesson Plan 2017/2018 Subject: History
Grade: Classe 5a (18-19 years-old) Time: 2nd Term
Aims Students will: have a global understanding of the phenomenon of Nazism, both from a theore cal and historical point of view; analyze the events in the history of Nazism using the cause-eect rela onship; compare Nazism to other poli cal systems, in par cular liberalism and communism; discuss an historical phenomenon; interpret visual and audio informa on; recognize/understand/use new vocabulary.
Content
Cogni(on
Nazism from the rise to power to the beginning of the Second World War (1933-1939); Causes of the rise to power of Hitler; The Nazi poli cal program; -he social base of Nazism; Hitler rises to power; The repression of opposi on and the building of a Totalitarian System; Internal Policy, Foreign Policy, Economic Policy and Control of Culture and Communica on in Nazi Germany; Racism and An semi sm; Consequences. Towards the Second World War.
Ability to recognize a cause-eect rela onship between two historical events; Ability to recognize and discuss the programma c points of a poli cal party; Ability to recognize the connec on between a poli cal party and its social base; Ability to discuss the reasons by which the various poli cal subjects act and react; Ability to recognize the classic features of a Totalitarian regime; Ability to discuss the State-Church rela onship in this context; Ability to discuss the State-Society rela onship in this context; Ability to recognize the rela onship between poli cs and economy in this context; Ability to recognize the basic rules of foreign policy used in this context; Ability to recognize and discuss the monopoly of culture and communica on; Ability to discuss the problems of racism, an semi sm, eugenics and euthanasia; Ability to critically compare past events to present events.
Culture 1
LICEO CLASSICO TITO LIVIO
Hitler’s Germany; Europe in the Age of Totalitarianism.
Communica(on Language OF learning
Language FOR learning
Key vocabulary loans; savings; ruthless; to blame; Cabinet; syndicate; deficit spending; marriage loans; family allowances; euthanasia; eugenics; to foster.
-What were the consequences of the Great Crisis of 1929 in Germany? - What were the key points of the Nazi electoral programme? - What were the roots of Hitler’s Antisemitism? - What was the social base of Nazism? - Can you identify the most important leaders of Nazism and their roles? - Why the ‘33 fire in the Reichstag was so important for Hitler’s rise to power? - Why the Enabling Act decreed the birth of the Third Reich? - Describe the methods with which the Nazi regime repressed the political opposition. - Why did the Nazi regime centralize all of power? - Who was Ernest Rohm? - Tell the difference between SS and SA. - Tell what happened on the Night of Long Knives and why. - Describe the Nazi associative system and tell why Hitler wanted such an instrument. - Why did the Catholic Church condemn the Nazi regime? - Explain how Hitler resolved the economic crisis of Germany. - Why did Hitler pull Germany out of the League of Nations in 1933? - Describe the demographic policy of the Nazi regime. - Why did Hitler try to repress the “unfit”? What categories were considered “unfit”? - Describe the use of euthanasia and eugenics in the Nazi regime. - Tell about the escalation of Antisemitic laws in the Nazi regime. - What happened during the “Night of Crystals”? -Why the vast majority of German citizens accepted the racial legislation? -Why Hitler used a number of collective rituals? -Describe the control of culture and propaganda during the Nazi regime.
Language THROUGH learning New Expressions; New Vocabulary; Describe Pictures; Select Information from given words; retain language revised by both teacher and peers; make use of peer explanations; record, predict, learn new words which arise from activities; take the Classwork
Procedures Lesson 1 (55’) Welcoming the students and explaining this is a CLIL lesson 2
LICEO CLASSICO TITO LIVIO Exploring a Power Point presenta on. Content: The rise of Nazism; the consequences of the Crisis of ‘29 in Germany; the electoral success of Nazism; keys to success of the Nazi electoral program; Hitler’s An semi sm. Open space for ques ons on the part of the students and discussion. Recalling the steps of the work. Lesson 2 (55’) Recalling key-concept of the previous lesson. Exploring a Power Point presenta on. Content: the social base of Nazism; the leaders of Nazism; Hitler Chancellor; the Third Reich is Born; repression of the opposi on. Open space for ques ons on the part of the students and discussion. Recalling the steps of the work. Lesson 3 (55’) Recalling key-concept of the previous lesson. Exploring a Power Point presenta on. Content: the ins tu onal reorganiza on; Ernst Rohm and the SA; the Night of the Long Knives; a Totalitarian associa ve system. Open space for ques ons on the part of the students and discussion. Recalling the steps of the work. Lesson 4 (55’) Recalling key-concept of the previous lesson. Exploring a Power Point presenta on. Content: Mit Brennender Sorge; the Na onal Community; an aggressive Foreign Policy; the Demographic Policy. Open space for ques ons on the part of the students and discussion. Recalling the steps of the work. Lesson 5 (55’) Recalling key-concept of the previous lesson. Exploring a Power Point presenta on. Content: repression of the unfit; euthanasia and eugenics; An Semi c laws; the protec on of blood; the Night of the Crystals. Open space for ques ons on the part of the students and discussion. Recalling the steps of the work. Lesson 6 (55’) Recalling key-concept of the previous lesson. Exploring a Power Point presenta on. Content: the German people accepts the persecu on; collec ve rituals; economic success means popular support; the condi on of women; the control of culture. Open space for ques ons on the part of the students and discussion. Recalling the steps of the work. Lesson 7 (55’) Conclusion of the activities - evaluation
3
LICEO CLASSICO TITO LIVIO
Aids Power Point Presenta on; Readings from Ian Kershaw’s Hitler monumental biography; Historical footage (Hitler’s speeches etc.); Worksheets.
4
THE RISE OF NAZISM
THE CONSEQUENCES OF THE CRISIS OF '29 IN GERMANY Giving back to the USA the Dawes Plan loans caused the fall of industrial and agricultural production, mass unemployment (6.000.000, about 30% of the workers) and German families, whose savings had been dissolved by inflation, lost confidence in the government of the Republic of Weimar. (Economic crisis translated into social and political instability)
THE ELECTORAL SUCCESS OF NAZISM The democratic political parties were unable to find a solution for the crisis. So the electorate shifted its votes to the extreme parties on the left (Communists) and especially on the right (Nazis). Hitler's Nsdap was the second most important party after the 1930 elections (18,3% voting preferences) and the first party after the 1932 elections (37,3% voting preferences)
KEYS TO SUCCESS OF THE NAZI POLITICAL PROGRAM a) aggressive nationalism; b) extreme racism; c) ability to perform actual physical attacks against political enemies. The Nazis exploited the resentment of the German nation for the conditions of peace at Versailles in 1919. Hitler blamed both Soviet Russia and Western Democracies, the weak political parties of the Republic of Weimar and then found a scapegoat: the Jews.
HITLER'S ANTISEMITISM The strong German anti-Judaism dated back to Martin Luther's The Jews and their Lies. The birth of pseudo-scientific racism in the XIX century, with Gobineau, Galton and Chamberlain, fostered... ...the ideas of the Pangermanic League (1891) and – in Austria the Pangermanic Movement of von Schonerer and the Christian Social Party of Karl Lueger. Hitler's Antisemitism was at the core of Nazi ideas (Mein Kampf); anti-Semitism became the criterion to identify a true German, belonging to the National Community.
THE SOCIAL BASE OF NAZISM The Nsdap was a "party of youth", with very young leaders and militants, as opposed to the traditional parties in Germany. So the Nsdap was voted by young people wanting change and renewal (the number of young people in Germany was 41%). The Nsdap was voted by war veterans. The Nsdap was voted by many workers, but its electoral core was the impoverished middle class and students. The Nsdap was financed by a number of rich capitalists.
THE LEADERS OF NAZISM Hermann Goring, war hero, was in charge of the economic policy of the Nazi regime Rudolf Hess helped Hitler write Mein Kampf Joseph Goebbles was in charge of propaganda Heinricch Himmler was in charge of the SS Reinhard Heydrich was one of the most ruthless leaders of the SS Albert Speer was the official architect of the regime
HITLER CHANCELLOR After the 1932 elections, the President of the Weimar Republic, General von Hindemburg, conferred the office of Chancellor (Prime Minister) to Adolf Hitler (January 1933). The Nazi ministers numbered 3 out of 11 and democracy was not suppressed yet – for a month. February 1933: the Reichstag was set on fire. Hitler blamed the Communists, suspended civil rights and hunted down the communist leaders.
THE THIRD REICH IS BORN 1933: new elections, in which the Nazis obtained 44% of voting preferences Hitler asked the Parliament to sign the Enabling Act, which allowed Hitler and his cabinet to pass laws (even laws against the constitution) without the consent of the President of the Republic. The Parliament accepted, and Germany became a single-party state. It was the end of the Republic of Weimar and the birth of the Third Reich
REPRESSION OF THE OPPOSITION The Spd was dissolved The Zentrum was dissolved after a Concordate The mass-media (newspapers, radio...) were controlled All members of the opposition were arrested and interned in concentration camps All syndicates were replaced by a governative organization, the Deutsche Arbeitsfront 1933: the Nsdap was the only legal political party
THE INSTITUTIONAL REORGANIZATION The Republic of Weimar had been a federation with decentralized political power. The Nazis centralized all power. 1934: with the death of Hindemburg, Hitler was both Chancellor and President of the Republic
ERNST ROHM AND THE SA Ernst Rohm was the leader of the SA or Assault Squad, the first Nazi paramilitary corp. Only from 1926 a second paramilitary corp, the SS or Defence Squad, was born and led by Himmler. When Hitler became Chancellor, Rohm claimed that the SA took the place of the Wehrmacht, the German army.
THE NIGHT OF THE LONG KNIVES Fearing that Rohm would become too powerful and resistant to control, Hitler decided to kill him with all the SA leaders The plan was carrued out on “The Night of the Long Knives� (1934) Himmler, leader of the SS, rose to power, and he also controlled the Gestapo or political police 1933: Hitler started to strengthen the army
A TOTALITARIAN ASSOCIATIVE SYSTEM Hitler controlled the free-time of all young people, with organizations like the Hitler Jugend (boys from 14 to 18 years) Aspects such as the hierarchic system, indoctrination, uniforms, were ordered so as to create a sense of belonging.
Male and female workers all belonged to the Daf or Deutsche Arbeitsfront, the governative syndicate. The free-time of the workers was organized by the Kraft durch Freude association
MIT BRENNENDER SORGE The Lutheran Church supported Hitler, with few exceptions The Catholic Church at first (1933) stipulated a Concordat with Germany; then Pope Pius XI wrote an encyclical letter, Mit Brennender Sorge, openly condemning the evil and pagan ideology of Nazism
Writes a
Anyway, Hitler thought that Jesus was a Jew. The Christian religion was heir to the Jewish one and had to be destroyed, eventually replaced with the (pagan) Nazi cult of the German nation.
THE NATIONAL COMMUNITY The Nazi economic policy obtained impressive results With a vast plan of public works, the government was able to cancel unemployment Public spending for the rearmament of Germany gave new impulse to businesses The payments for reparations to France and England were interrupted
Unemployment was undone; wages grew; production rose. This result was obtained by state deficit spending. The true goal of the government was to prepare Germany for war.
AN AGGRESSIVE FOREIGN POLICY 1933: Germany pulled out of the League of Nations Hitler needed to counter the Versailles clauses 1936: the Rhineland, which had been placed under the League of Nations’ supervision, was occupied by the German army
THE DEMOGRAPHIC POLICY • Hitler needed a large number of soldiers. • He favoured the increase in the birth rate of pure Aryan race citizens. • Through marriage loans, tax benefits for families, a system of family allowances, Hitler obtained the result of a Germany in which the birth rate increased significantly.
REPRESSION OF THE UNFIT Repression of homosexuality Anti-natal policy that hit those who were considered not fit for reproduction and advancement of the Aryan race 1933-1945: 400.000 were sterilized
EUTHANASIA AND EUGENICS 1939: Euthanasia: 200.000 ill, or old, or handicapped people were killed Eugenics to improve the quality of the Aryan race by killing the weak or unfit and to foster the breeding of the healthy and strong.
ANTI-SEMITIC LAWS Racist Legislation, principally oriented against the Jewish community. 1933: Jewish people were excluded from public administration, Jewish doctors and lawyers were forbidden to work in public institutions. Jews could not work
THE PROTECTION OF BLOOD 1935: Law on the Reich Citizenship: distinguished between full-citizenship, with the fullness of civil rights, and membership of the German state, without a number of civil rights. 1935: Law for the Protection of the German Blood and Honour: forbade marriage and sexual intercourse between Aryan and non-Aryan people.
1935: Final dismissal from public professions of all professors, doctors, lawyers. 1936: All liberal professions forbidden 1937: Limits to Jewish businesses 1938: All Jewish properties were catalogued 1938: All Jews had to put a “J� in identity documents
THE NIGHT OF THE CRYSTALS November 9th, 1938: the Night of Crystals: a pogrom against Jewish shops and synagogues. 91 were killed, 26.000 were arrested and interned in concentration camps. November 15th, 1938: all Jewish students were excluded from German schools.
THE GERMAN PEOPLE ACCEPTS THE PERSECUTION 300.000 out of the 500.000 German Jews were able to expatriate; 200.000 chose to remain in their motherland. The absolute majority of German people accepted the discrimination and persecution of the Jews.
COLLECTIVE RITUALS The collective rituals of the Nazi regime were able to instill a sense of belonging, as well as the idea of a mystical relationship between the Fuhrer and the people. Hitler's communication style was a militaresque and violent one, with phrases that resembled military orders. The importance of mass choreographies was also important in Leni Riefenstahl's movies, such as The Triumph of Will
ECONOMIC SUCCESS MEANS POPULAR SUPPORT •
The great success of the economic policy of Nazism, capable of carrying from a catastrophic situation of mass unemployment to the full employment of all German Aryan workers, was one of the basis of the popular support for the regime.
•
The social nature of the Nazi movement could be seen in the Swastika, which combined the ideas of socialism (red), nationalism (white), and the Aryan destiny of fight and triumph (hooked cross)
THE CONDITION OF WOMEN •The Nazi movement obsessively insisted on the superiority of the male over the female. •The regime gave the task of bearing children to Aryan women. •At the same time, a large share of workers was female (35% in 1933); working mothers were supported by institutions like the “Mother and Child Institute” •German women were actively involved in the political events and liturgies of the regime, but were excluded from leadership.
THE CONTROL OF CULTURE •The Nazi regime was able to control cultural production. •1933: public book burning of works written by Jewish authors with nonconformist ideas. •1937: exhibition of “degenerate art” (Chagall, Kandinskij, Klee, Mondrian among the others) •Many intellectuals supported the regime, for example the philosopher Martin Heidegger
LICEO CLASSICO TITO LIVIO
CLIL Lesson Plan 2017/2018 Subject: History
Grade: Classe 5a (18-19 years-old) Time: 2nd Term
Aims Students will: have a global understanding of the phenomenon of World War II in its various phases; analyze the events in the history of World War II using the cause-effect rela$onship; recognize the implica$ons of the war in economy, society, poli$cs and culture; have a global understanding of the phenomenon of the Holocaust and the implied problems of racism and an$semi$sm; discuss an historical event; interpret visual and audio informa$on; recognize/understand/use new vocabulary.
Content
Cogni(on
Causes of the Second World War; The beginning of the war and the expansion of Nazi Germany; England resists; Italy joins the war; Opera$on Barbarossa: Hitler vs Stalin; Pearl Harbor: Japan vs US; The Holocaust; “ The new world order” and the beginning of the resisten$al movements; The Turning Point of the war; The invasion of Italy and the fall of Mussolini; The end of the war. Military history: strategical and tac$cal elements. Relation between military, economic, social, political and cultural elements.
Ability to recognize the cause-effect rela$onships between a number of interconnected historical events; Ability to discuss the reasons by which the various poli$cal subjects act and react; Ability to recognize the basic rules of foreign policy used in this context; Ability to discuss the problems of an$semi$sm and the Holocaust; Ability to critically compare past events to present events.
Culture Second World War; The Fall of Mussolini and of Italian Fascism.
Communica(on Language OF learning
Language FOR learning
Language THROUGH learning 1
LICEO CLASSICO TITO LIVIO Key vocabulary
New Expressions; New Vocabulary; Describe Pictures; Select Information from given words; retain language revised by both teacher and peers; make use of peer explanations; record, predict, learn new words which arise from activities; take the Classwork
coup d’etat; annexation; inaction; quintessential; dismember; unpreparedness; to overwhelm; to behead; moral burden; to envelop; to cut off; puppet government; to broadcast; to wreak havoc; autonomous; guerrilla tactics; isolationism; disarmament; selfdetermination; embargo; raw materials; to retaliate; reprisals; aircraft carrier; armistice; garrison; provisional government; unconditional surrender
Procedures Lesson 1 (55’) Welcoming the students and explaining this is a CLIL lesson Exploring a Power Point presenta$on. Content: 1934: Hitler stopped by Mussolini; 1936: Hitler allies with Mussolini; 1938: the Anschluss of Austria; 1938: the annexa$on of the Sudetenland; 1939: the occupa$on of Czechoslovakia; 1939: the Molotov-Ribbentrop Plan. Open space for ques$ons on the part of the students and discussion. Recalling the steps of the work. Lesson 2 (55’) Recalling key-concept of the previous lesson. Exploring a Power Point presenta$on. Content: 1939: the invasion of Poland and the beginning of WWII; the German Blitzkrieg; 1940: Hitler invades Denmark and Norway; 1940: Hitler invades France; 1940: Hitler conquers France; the two Faces of France. Open space for ques$ons on the part of the students and discussion. Recalling the steps of the work. Lesson 3 (55’) Recalling key-concept of the previous lesson. Exploring a Power Point presenta$on. Content: 1940: Mussolini enters the war; Winston Churchill in England; 1940: Hitler aBacks England – the Aerial BaBle of Britain; 1940: Italy aBacks Bri$sh colonies; the Bri$sh counteraBack and the coming of Rommel; 1940: Italy aBacks Greece. Open space for ques$ons on the part of the students and discussion. 2
LICEO CLASSICO TITO LIVIO Recalling the steps of the work. Lesson 4 (55’) Recalling key-concept of the previous lesson. Exploring a Power Point presenta$on. Content: 1941: Opera$on Barbarossa; three different targets; the Nazi massacre of innocent civilians. Open space for ques$ons on the part of the students and discussion. Recalling the steps of the work. Lesson 5 (55’) Recalling key-concept of the previous lesson. Exploring a Power Point presenta$on. Content: US: no more isola$onist; the Atlan$c Charter; the menace coming from Japan; the Embargo; 1941: Pearl Harbor; 1941: US enters war; US produc$on; the “new order” in Asia. Open space for ques$ons on the part of the students and discussion. Recalling the steps of the work. Lesson 6 (55’) Recalling key-concept of the previous lesson. Exploring a Power Point presenta$on. Content: the “new order” in Europe; the General Plan for the East; the extermina$on of the jews; Babi Yar; the “Final Solu$on”; Auschwitz; the Holocaust. Recalling the steps of the work. Lesson 7 (55’) Recalling key-concept of the previous lesson. Exploring a Power Point presenta$on. Content: the Resistance; different types of Resistance; the case of Jugoslavia; guerrilla and reprisals; a war against the civilians. Recalling the steps of the work. Lesson 8 (55’) Recalling key-concept of the previous lesson. Exploring a Power Point presenta$on. Content: 1942-1943: the turning point of the war; three baBles in the Pacific; the baBle of Stalingrad; the baBle of El-Alamein. Recalling the steps of the work. Lesson 9 (55’) Recalling key-concept of the previous lesson. Exploring a Power Point presenta$on. Content: the war in Italy; the fall of Mussolini; the Armis$ce; 8th September; the Italian Social Republic; the CLN and CLNAI; “la svolta di Salerno”. Recalling the steps of the work. Lesson 10 (55’) Recalling key-concept of the previous lesson. Exploring a Power Point presenta$on. Content: the end of the war; the Conference of Teheran; the Landing in Normandy; the fall of Nazi Germany; the Conference of Yalta; 25th April in Itay; Hitler: the Fall; the Atomc 3
LICEO CLASSICO TITO LIVIO Bomb and the end of the war in the Pacific. Recalling the steps of the work. Lesson 11 (55’) Conclusion of the activities – evaluation
Aids - Power Point Presenta$on; - Readings from Hannah Arendt’s books (The Origins of Totalitarianism; Vita Ac va; Eichmann in Jerusalem: A Report on the Banality of Evil); - Personal reading of a dystopian novel (every student chooses which one): 1984 by G.Orwell, Fahrenheit 451 by R.Bradbury, Brave New World by A.Huxley; - Vision of a movie: Hannah Arendt (2012), by Margarethe von TroBa; - Worksheets.
4
WORLD WAR 2
1934: HITLER STOPPED BY MUSSOLINI • At first, Hitler only advocated the union of all German-inhabited lands of Europe into one Reich. • 1934: the Austrian Nazis performed a coup d’etat that failed. The Austrian chancellor, Dolfuss, was killed, but Hitler decided to abort the invasion of Austria because of Mussolini’s opposi+on.
1936: HITLER ALLIES WITH MUSSOLINI • 1936: Hitler encouraged Mussolini to conquer Ethiopia, challenging the League of Na+ons. • 1936: Axis Rome-Berlin • 1937: Tripar+te Pact Germany-Italy-Japan • 1937: Hitler and Mussolini sent “volunteer” troops to aid Franco in the Spanish Civil War.
1938: THE ANSCHLUSS OF AUSTRIA • 1938: Hitler manifested his will to annex Austria, so the Austrian chancellor, Scuschnigg, a=er a referendum which declared that the Austrian people preferred independence and lacking support from foreign states, resigned and le= his posi+on to Austrian Nazi leader Inquart. • Hitler’s army crossed the Austrian borders and the land was annexed to Germany.
1938: THE ANNEXATION OF THE SUDETENLAND • No European Power did anything to stop Hitler. In par+cular, England’s Prime Minister, Neville Chamberlain, accepted the Anschluss “pro bono pacis”, to mantain a good rela+onship with Germany. • Hitler, interpre+ng the inac+on as a sign of weakness, prepared the annexa+on of the Sudetenland. It is the area of Czechoslovakia that bordered Germany and was inhabited by German-speaking people. • Hitler demanded the cession of the Sudetenland from the Czechoslovakian government. • 1938: with the Munich Agreement, Chamberlain (England), Daladier (France) and Mussolini (Italy) permi@ed the Nazi annexa+on of the Sudetenland. • This was the quintessen+al Appeasement poli+cs:concession to an enemy power in order to avoid conflict
1939: THE OCCUPATION OF CZECHOSLOVAKIA • 1939: Hitler invaded Czechoslovakia and dismembered the State: Bohemia and Moravia became a Protectorate, Slovakia a dependent State. • 1939: Mussolini occupied Albania and transformed it into a colony. • 1939: Pact of Steel: Germany and Italy s+pulated a military pact of mutual assistence in the event of war.
1939: THE MOLOTOV-RIBBENTROP PACT • Hitler and Stalin, nominally enemies, decided to s+pulate a Treaty of non-aggression, the Molotov-Ribbentrop Pact. • The secret protocol of the pact divided the East Europe territories into a German and a Russian sphere of influence: Lithuania and western Poland to the former; Latvia, Estonia, Finland, Bessarabia (in Romania) and eastern Poland to the la@er. • The Pact surprised and alarmed the western Powers, as suddenly two mortal enemies had become allies (presumably against democracies).
1939: THE INVASION OF POLAND AND THE BEGINNING OF WORLD WAR II • September 1st, 1939: Hitler invaded Poland. • September 3rd: France and England declared war on Germany. • Italy declared a nonbelligerent condi+on mo+va+ng it with unpreparedness for war. • September 1939: Stalin invaded eastern Poland, the Bal+c States and Finland.
THE GERMAN BLITZKRIEG • Hitler’s army had such an overwhelming technological superiority over the enemy that Poland was quickly occupied. • The Nazi Opera+ve Groups ac+ve in western Poland killed thousands of civilians, beheading the Polish society. • Meanwhile the Russian army killed 20,000 Polish officers at Katyn, a massacre that was later disguised as a Nazi crime.
1940: HITLER INVADES DENMARK AND NORWAY • Finland heroically and successfully resisted the Russian invasion. • While the French were wai+ng for the German a@ack protected by the for+fied Maginot Line, Hitler decided to invade Denmark and Norway. This surprise a@ack was successful, and made it impossible for the Bri+sh Navy to ba@le the German one in the North Sea like during the First World War.
1940: HITLER INVADES FRANCE • 1940: Hitler decided to invade France by passing through Belgium, exactly like in the First World War. France had a huge for+fied defence line, the Maginot Line, all along the German border, but did not mind to for+fy the Belgian border; in fact, Germany’s invasion of neutral Belgium during WW1 had caused the en+re moral burden of the war to fall on Germany’s shoulders. They did not think Germany would do it a second +me.
1940: HITLER CONQUERS FRANCE • Hitler successfully performed a Blitzkrieg penetra+ng deep into French enemy lines, enveloping Paris, cuHng the French and English forces off (at Dunkerque the English army was permi@ed to flee back to England), and then conquering the French Capital. With the Fall of Paris, the en+re France was subjugated.
THE TWO FACES OF FRANCE • France was divided into two different zones: the north with Paris, directly controlled by Germany; and the south, Vichy France, a puppet government led by war-hero general Philippe Petain, who collaborated with the Nazi invaders. • The various groups of French resisters and an+-Nazi rebels (the Free French Forces) were coordinated by Charles De Gaulle, broadcas+ng through Radio Londres from London.
1940: MUSSOLINI ENTERS THE WAR • 1940: Mussolini, just before the fall of the French armed forces, thought that Hitler was about to win and that the war was almost over. So he decided to join Hitler to collect the remains of the winner, and declared war on France.
WINSTON CHURCHILL IN ENGLAND • The English army fled from Dunkerque back to England. Hitler had permi@ed the retreat to offer England a treaty of peace. • But the new English Prime Minister, Winston Churchill, declined Hitler’s proposal and decided to con+nue the war un+l the fall of the Nazi regime.
1940: HITLER ATTACKS ENGLAND THE AERIAL BATTLE OF BRITAIN • Hitler’s airforce a@acked England. The German bombers a@acked both military and civilian targets, to wreak havoc and chaos. • London was severely damaged by bombing, but the civilians were able to keep calm and fight on; the most well-known episode was the destruc+on of the town of Coventry. • With the inven+on of radar, the RAF (Royal Air Force) was able to finally defeat the Nazi airforce.
1940: ITALY ATTACKS BRITISH COLONIES However, Mussolini intended to ďŹ ght a parallel war of his own, to maintain an autonomous status with regard to Germany. 1940: Italy a@acked the Bri+sh Colonies in Africa. From Ethiopia, Italy a@acked Bri+sh Somalia; from Libya, Egypt.
THE BRITISH COUNTERATTACK AND THE COMING OF ROMMEL But in December, 1940, the Bri+sh successfully countera@acked. Mussolini was forced to ask Hitler for help: his autonomous status became subalternity. 1941: the German Afrikakorps led by General Rommel were able to challenge the Bri+sh troops in Libya and Egypt. However, the Bri+sh took Ethiopia from Italy, and returned Negus Heile Selassie to the throne.
1940: ITALY ATTACKS GREECE Meanwhile, Mussolini opened a third front of war by a@acking Greece. The Greeks were able to stop the Italians, but the invasion gave England a pretext to send troops to Greece. The Bri+sh navy could also cross the Mediterranean sea undisturbed, as the Italian navy was unable to challenge it (defeat at Cape Matapan). Hitler came to the rescue, again; the German army was able to easily conquer Yugoslavia and Greece
1941: OPERATION BARBAROSSA 1941: Hitler controlled the en+rety of con+nental Europe. A=er the Ba@le of Britain, the invasion of the island had to be posponed; on the contrary, Hitler started to think of a surprise a@ack against Russia. Hitler coveted the plains of Ukraine, considering the east a “living space� for the German Herrenvolk , and if a@acked by surprise could take Stalin unprepared.
THREE DIFFERENT TARGETS 1941: Hitler invaded USSR with a huge army of over 4,000,000 men, 3,500 tanks, 3,000 airplanes. The German Army a@acked along three lines, marching towards three economically, poli+cally and symbolically important ci+es: Leningrad, Moscow and Stalingrad.
THE NAZI MASSACRE OF INNOCENT CIVILIANS The surprise a@ack had, ini+ally, very good results, but with the coming of the Russian Winter the German Army had to stop a short distance from Leningrad and Moscow. Meanwhile, the Ukraine civilians, treated like ca@le by the Nazis, began to collaborate with the Red Army, forming par+san groups and ďŹ gh+ng with guerrilla tac+cs.
US: NO MORE ISOLATIONIST 1941: President Roosevelt moved the US public opinion, from isolationism, to collaboration with England and other European democracies. 1941: Lend-Lease: a program under which the US supplied Great Britain and other countries fighting against Hitler, including USSR – with food, oil, and materials.
THE ATLANTIC CHARTER 1941: the Atlantic Charter, signed by Roosevelt and Churchill – and later agreed to by all the Allies of WW2 -, defined the Allied goals for the post-war world: rejection of the use of force, disarmament of aggressor nations, selfdetermination of nations, free trade and circulation of goods.
THE MENACE COMING FROM JAPAN Japan, the third Power of the Axis, was a country with extreme nationalistic and imperialistic ideas. Before the war, Japan had beaten Russia, and had conquered Korea and Manchuria (the North of China, transformed into the puppet state of Manchukuo) When France was defeated by Germany, Japan could occupy French Indo-China.
THE EMBARGO 1940: Tripartite Pact: Germany, Italy and Japan divided the world into spheres of influence. Japan was granted the East Asia and the Pacific areas. When Japan invaded Indo-China, President Roosevelt retaliated with an embargo of oil, iron and other raw materials, essential for Japan's
1941: PEARL HARBOR December 7th, 1941: the Japanese airforce carried out a surprise attack against the US navy anchored at Pearl Harbor, in Hawaii, destroying most of it.
Just after the attack, Japan declared war, and then easily conquered the entire East Pacific Area: IndoChina, Thailand, Burma,the Philippines, Malaysia, New Guinea...
1941: US ENTERS WAR President Roosevelt was then able to convince public opinion of the necessity of war. The Congress voted and US entered war in December 1941. However, Roosevelt was worried more by Germany than by Japan, so at first the war effort was mainly directed against Hitler.
US PRODUCTION The US joining the Allied forces had a huge impact on the war because of its impressive industrial production, much greater than Germany and Japan combined. US economy and society benefitted from this increase in production, and the effects of the '29 crisis were finally over.
THE “NEW ORDER” IN ASIA AND EUROPE • 1942: Germany and Japan both controlled vast territories. They ruled in a similar way; the most important common aspect was a radical na+onalis+c ideology. • Japan established a “Greater East Asia Co-Prosperity Sphere”: in their propaganda. It was a group of na+ons free from Western powers and led by the Japanese towards “prosperity”. • The truth was that Japan exploited the raw materials of the conquered na+ons, enslaving the na+ve popula+ons in the most brutal way.
• In Europe, some of the Nazi-controlled na+ons turned to collaborators – such is the case of the France of Petain, the Slovakia of Tiso, the Norway of Quisling – that offered monetary contribu+ons or raw materials. Some others were directly ruled over by the Nazis – such as Poland and Ukraine – thanks to the control exerted by the SS. During the war about 13,500,000 civilians were subjected to forced labor in inhumane condi+ons. In this way, the German people could more easily endure the effort of the war, and as a consequence the consensus to Hitler grew.
THE GENERAL PLAN FOR THE EAST • The Nazis were in fact preparing a future and permanent “New Order” in Europe, in which the stronger (pure Aryans) would dominate over the weaker (Slavs, Gypsies, Jews...). The General Plan for the East contemplated the progressive German coloniza+on of Eastern Europe, while the Slavs which could not be “Germanized” were deported to Siberia or reduced to the condi+on of slaves for the Herrenvolk.
THE EXTERMINATION OF THE JEWS • At first, Hitler simply advocated the expulsion of all Jews from the Reich; but then, as the conquest of Eastern Europe brought more and more Jews (8.5 million) under the control of the Nazi regime, he changed his mind. • In 1939 all of the eastern Jews were forced to live in ghe@os. In 1941 all Jews that the Nazi could find in occupied territories, such as Western Europe, were forced into the Eastern European ghe@os, which became polluted and overpopulated.
BABI YAR • When the ghe@os could not contain any more people, the Nazis, who found even more Jewish villages as they advanced in Ukraine, started to shoot on the spot en+re Jew communi+es. The most infamous example is the village of Babi Yar (near Kiev), in which the Einsatzgruppen assassinated over 30,000 Jews in two days.
THE “FINAL SOLUTION” • At the same +me, the Nazis started to deport the Jews to concentra+on camps, where they were forced to work for the regime. But in a 1942 mee+ng at Wannsee, Heydrich informed the other Nazi leaders to have received orders that all the Jews had to be exterminated: this was the “Final Solu+on” to the Jewish ques+on. So a new type of camp was born: the extermina+on camp, like Auschwitz, to which all Jews were des+ned.
AUSCHWITZ • The SS officers were charged with the organiza+on of the camps, the Lagers. Many Jews died during transporta+on, in enclosed railway carriages, or while working in the camps. The living and working condi+ons were the worst imaginable, and the en+re system was focused on the destruc+on first of the personality and then of the physical body of the Jews. Anyway, most of them were killed in the gas chambers and their bodies cremated. Some Jewish prisoners, the Sonderkommandos, ac+vely collaborared with the Nazis in exchange for be@er treatment, but were exterminated anyway a few weeks later.
THE HOLOCAUST • 6,000,000 Jews, a third of all European Jews, were exterminated, with the collabora+on of the European governments subjected to Nazi control. Rare was the case of a Jewish rebellion: the most famous instance was the Warsaw Ghe@o Uprising (1943), crushed by the SS in a bloodbath.
THE RESISTANCE • In all Nazi-occupied countries different Resistance groups were eventually born. • The most important instance was France, where the movement was led by Charles de Gaulle, that broadcasted from Radio Londres in London. In +me, the French Free Forces were born.
DIFFERENT TYPES OF RESISTANCE
• In Poland, the Resistance movement was divided into the Na+onal Army – 350,000, the na+onal and catholic one – and the Popular Army – 40,000, the communist one. In Russia, the Resistance had a mostly communist tone, but in Ukraine and in the Bal+c na+ons it was na+onalis+c in spirit.
THE CASE OF YUGOSLAVIA • The Resistance movement in Yugoslavia was divided according to the different na+ons and visions of the future: the Ustasa of A.Pavelic were Croa+an na+onalists, the Cetnits of D.Mihajlovic were Serbian na+onalists, the larger group was the communist one, led by J.Broz, “Tito”, which showed a degree of autonomy from USSR. • The communist Resistance was also prevalent in Greece with the Na+onal Libera+on Front, figh+ng beside na+onalis+c and liberal groups.
GUERRILLA AND REPRISALS • The Resistance groups hit the Nazis and Fascists with guerrilla “hit-and-run” tac+cs, that slowly weakened their resources. They were very difficult to locate, so the Nazis choose to retaliate with brutal reprisals against civilians, hoping to in+midate people and put a stop to the par+san war.
A WAR AGAINST THE CIVILIANS • The numbers of the vic+ms (30,000 in France, 150,000 in Greece, 300,000-500,000 in USSR) tells the story of a war against civilians, led by the Nazi against popula+ons that vastly supported the Resistance movements
THE TURNING POINT: 1942-1943
• The true military turning point of Second World War happened in 1942-1943 over three war zones: the Pacific area, Russia and North Africa.
THREE BATTLES IN THE PACIFIC • 1942: Ba@le of the Coral Sea: the US forces managed to stop the Japanese invasion of New Guinea. Aircra= carriers were put to good use. • 1942: Ba@le of the Midway: the US successfully countera@acked a Japanese a@ack similar to that of Pearl Harbor; they managed to sink four Japanese aircra= carriers. • 1943: Ba@le for Guadalcanal Island: the US a@acked for the first +me an island occupied by the Japanese forces and the marines were able to conquer and keep it.
THE BATTLE OF STALINGRAD • A year-long ba@le (1942-1943) at Stalingrad turned into a catastrophe for the Nazis: Hitler ordered them to resist, rejec+ng a tac+cal retreat, and the German army was enveloped and u@erly destroyed.
THE BATTLE OF EL-ALAMEIN • 1942: with the Ba@le of ElAlamein in Egypt, the Nazi and Fascist forces led by Rommel were defeated by the Allied forces led by Montgomery and had to retreat in Lybia; when the Allies surprised them coming into Morocco and Algeria, they found themselves surrounded and with no resources, and were forced to surrender.
THE WAR IN ITALY • 10 July 1943: the Allies landed in Sicily from Tunisia. They did not find serious resistance, because the Fascist regime had progressively become weaker. In fact, the Italian army, having performed badly on almost every ba@lefield, was about to disband, and Mussolini had lost the trust of the Italian people. This was the result of a number of wrong choices and failures and with the condi+ons of life of the popula+on quickly geHng worse.
THE FALL OF MUSSOLINI • 24-25 July 1943: following the Allied invasion of Sicily, the Grand Council of Fascism - the main body of the Fascist government – voted for Dino Grandi's Order of the Day, which deposed Mussolini. The Duce was in fact arrested and put in jail. Power was returned to the King, Victor Emanuel III, who governed through a new Prime Minister, General Pietro Badoglio.
THE ARMISTICE • The news about the fall of Mussolini created a wave of enthusiasm in the popula+on, but the war was not over yet: both Nazi and Allied soldiers were s+ll ac+ve in the Italian peninsula. Badoglio secretly nego+ated with the Allies, and in the end an armis+ce was signed on September 3rd.
8th SEPTEMBER • When the Armis+ce was made public during a radio broadcast, Italy was thrown into chaos by Badoglio's words. In fact, it was not clear at all what the Italian army had to do, be it to surrender or to fight alongside the Allies against the ex-allies, the German armed forces. The confusion grew much more when the King Victor Emanuel III, Badoglio and the en+re Government fled from Rome to take shelter in Alliedcontrolled Southern Italy.
• Immediately, the German armed forces tried to take control of the focal points of military, poli+cal and economic importance all over the Italian peninsula. As the Italian army had been le= without orders, almost all army units dissolved without figh+ng – with notable excep+ons, like the garrison on the Greek island of Cefalonia. The German army established a first defensive line near Gaeta, the Gustav Line.
THE ITALIAN SOCIAL REPUBLIC
• Meanwhile, a commando of German paratroopers freed Mussolini from his prison in Campo Imperatore, in the Gran Sasso. • 23th September 1943: Mussolini, now a puppet used by the Nazis to keep order in Italy, declared the birth of a new Fascist State: the Italian Social Republic (Rsi), whose capital was located in Salò, near Lake Garda. The Rsi was more similar in scope to original Fascism, with its plan of economic socializa+on. Anyway, the new State was totally dependent on the decisions of their German “ally”.
THE CLN AND CLNAI • The par+san bands ac+ve in the North of Italy were coordinated by the Cln (Comitato di Liberazione Nazionale), formed by poli+cians of all the major an+-fascist par+es working together. • The Clnai (Comitato di Liberazione Nazionale dell’Alta Italia) was located in Milan.
“LA SVOLTA DI SALERNO” • As the Cln and the legi+mate Government of Italy did not coordinate efforts, the war against the Nazist was slower. Besides that, the American forces distrusted the par+sans. • So the Cln decided to enter into a diploma+c rela+onship with Badoglio and the Allied forces: which was known as “la svolta di Salerno”, in April 1944.
THE END OF THE WAR
• While the Anglo-American forces were advancing in the Italian ba@leďŹ eld, the Red Army was taking back land in Russia. In fact, a=er the Ba@le of Stalingrad, the German and Italian armies were retrea+ng, under the a@ack both of the regular Soviet troops and the Ukrainian par+sans.
THE CONFERENCE OF TEHERAN • 28 November - 1 December 1943: Roosevelt (US), Churchill (England), Stalin (USSR) met in Teheran to evaluate the strategic situa+on of the war. Stalin asked the Anglo-Americans to a@ack Nazi-dominated Europe on a third front, in France. Churchill and Roosevelt took +me to prepare the opera+on.
THE LANDING IN NORMANDY • 6 June 1944 (“D-Day”): the AngloAmerican forces performed a mass landing in Normandy. The coastal defensive lines of the Nazis were first bombed, then they were stormed by paratroopers, and eventually 380,000 soldiers landed in France. • 25 August 1944: the AngloAmerican forces entered Paris, which in the mean+me had been freed by the French par+sans.
THE FALL OF NAZI GERMANY • By the end of 1944, Nazi Germany was about to fall. Its industrial apparatus was no longer able to produce war material, and its scien+fic research centres could not produce the new weapons of mass destruc+on dreamed by Hitler (such as the V2 rockets). • Meanwhile, Tito's communist par+sans were conquering Belgrade, English troops were landing in Greece, and German ci+es were subjected to heavy bombing. The Americans also a@acked civilian targets: the most well-known case was the city of Dresda, which is turned into rubble.
THE CONFERENCE OF YALTA • 4-11 February 1945: Roosevelt, Churchill and Stalin met at Yalta, in the Crimean Peninsula, deciding the division of Germany into four spheres of inuence (American, English, French, Russian) and the birth of provisional governments in Poland, Yugoslavia, Romania and Bulgaria, formed both of communist and noncommunist elements.
25th APRIL IN ITALY • 25 April 1945: the Clnai started a general insurrec+on of the par+sans, which freed the ci+es of Northern Italy before the arrival of the AngloAmerican forces. • The Nazi army retreated towards Germany. Hidden among them, Mussolini tried to flee together with his lover, Clare@a Petacci, but the par+sans stopped them at Dongo, on the border with Switzerland. Mussolini was recognized and shot down. Then his corpse was hanged, head-down, in Piazzale Loreto in Milan.
HITLER: THE FALL • 30 April 1945: Hitler commited suicide, together with his newlywed Eva Braun, in his subterranean bunker of Berlin. 1 May 1945: Joseph Goebbles, Hitler's designed successor, commited suicide together with his wife, a=er killing their six children with poison capsules. • 7 May 1945: the leading officers of the German Army signed an uncondi+onal surrender in Reims.
THE ATOMIC BOMB • The war with Japan wnet on. The Americans were slowly freeing the Japanese empire, and the retrea+ng Japanese were eventually forced to use the kamikaze or suicide aviators. A=er Roosevelt's death, the new US President Harry Truman decided on the use of a new weapon of mass destruc+on, the Atomic Bomb, to quickly end a war that could otherwise could have gone on for years. • 6 August 1945: the first Atomic Bomb was dropped on Hiroshima; 9 August 1945: the second Atomic Bomb was dropped on Nagasaki. Both caused unprecedented devasta+on. 15 August 1945:the Japanese Emperor Hirohito offered an uncondi+onal surrender to the Allies. The War was over.
LICEO CLASSICO TITO LIVIO
CLIL Lesson Plan 2017/2018 Subject: History
Grade: Classe 4a (17-18 years-old) Time: November/December (1st Term)
Aims Students will: Learn the story of the French Revolu on; Acquire the ability to understand a very complex phenomenon; Learn to read, compare and discuss different sources of primary and secondary literature; Reflect on the meaning of the French Revolu on and its legacy; Reflect on the structure of revolu onary thought; Learn to structure a narra ve of a complex event; Debate different visions of a historical phenomenon.
Content
Cogni*on
The French Revolution in its various phases. The main actors of the Revolutions and their aims. An analysis of the structure of revolutionary thought: from Ideology to Violence.
Ability to understand a very complex phenomenon in its causes, its phases, outcome and consequences; Ability to understand a very complex phenomenon from a synthetic point of view, in its meaning for the development of European history; Ability to compare different historical phenomena; Ability to understand and discuss the legacy of the French Revolution for the Contemporary World; Ability to understand and discuss the political aims and methods used by the various agents in the Revolution; Ability to read different sources of primary and secondary literature, and to critically compare and discuss them; Improve the students’ specific vocabulary; Improve the students’ English performance.
Culture Understanding of the French Revolu on in its different phases. Understanding of the causes of the French Revolu on in the XVIII century. Comparison between the French Revolu on and other revolu ons (the English Revolu ons, the American Revolu on, and even the Soviet Revolu on). Understanding the consequences of the French Revolu on for the Contemporary World. Understanding the different poli cal currents of the Revolu on and their aims.
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LICEO CLASSICO TITO LIVIO
Communica*on Language OF learning
Language FOR learning
Key vocabulary turning point; Liberalism; Totalitarianism; ultimately; fragile; nonetheless; bourgeoisie; to despise; craftsman; to resent; treasury; bankruptcy; Enlightenment; deism; to suggest; to counsel; to outnumber; Freemasonry; Oath; perspective; exportable; to confiscate; employees; hyperinflation; shortages; angry mob; to storm; garrison; to dispose of; resentful; reprisal; to politicize; flight; pronounced; charge of treason; compromise; figurehead; to threaten; to consolidate; to slide; to issue; to hint; reinstatement; insurgent; rump session; universal suffrage; de facto; retroactively; prosecution; jury; to radicalize; draconian measures; to uproot; supervisory powers; death toll; demagogue; bloodshed.
- Compare the French and English monarchies during the last century of the Ancien Regime. - Describe the character of Louis XVI. Was he a tyrant? - Describe the character of Marie Antoinette. - What were the Three “States” in which French society was divided? - Describe the powers of the Nobility after the changes of Louis XIV. - Describe the rise of the Middle Class in France during the XVIII century. - What changes did the Middle Class advocated and why? - Define “Liberalism”. - In which social State the Middle Class belonged? - Was France a rich country before the Revolution? - What were the causes of the problems of the Treasury of the Kingdom? - What was the Enlightenment? And what were its main ideas? - Who was Necker? What was his solution to the problems of the Kingdom? How did the King answer and why? - What were the Cahiers de Doleances? Why were they written? What were the consequences? - Who was Sieyes? What were the ideas he expressed in “What is the Third State?” - What were the General States? - Describe he voting system of the General States. - Why the King doubles the number of representatives of the Third? Why that was an error? - Why the election of the representatives of the Third State was different from the past? What social force exploited the new system? With what results? - What were the changes expected by the King, the Aristocrats and the representatives of the Third State? -Why the Third State decided to take the Tennis Court Oath? - What’s the National Assembly and what’s its purpose? - Why the Abolition of the Feudal Rights radically transformed the feudal society? - Compare the Universal Declaration of the Rights of Man and Citizen to the American Declaration of Independence. - What were the causes of the Civil Constitutions of the Clergy? - Why the Catholic Church in France was divided? - What were the Assignats? Why were they invented and with which consequences? - Who was General Lafayette? - Describe the Taking of the Bastille, explain its causes and consequences. - What was the “Great Fear”? - Why did the Aristocrats start to expatriate? - When, why and how the King was taken prisoner in the Palace of the Tuileries? - Why the representatives of the Third State had to politicize
Language THROUGH learning New Expressions; New Vocabulary; Describe Pictures; Select Information from given words; retain language revised by both teacher and peers; make use of peer explanations; record, predict, learn new words which arise from activities; take the Classwork
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LICEO CLASSICO TITO LIVIO French society? - Compare the political Clubs of the Revolution to modern Parties. - What were the most important political Clubs? - What were the Sections? Who were the Sansculottes? - Describe the political function of journalism during the Revolution. - Explain the importance of political symbols and rituals for the politicization of the masses. Show some of the main symbols of the French Revolution. - Tell about the Flight to Varennes in its causes, outcome and consequences. - Describe the Constitution of 1791. -What was the political composition of the Legislative Assembly? - Why the voting system for the Legislative Assembly tells the social class of which the Assembly was expression? - Why the Legislative Assembly decided to declare war? What political forces supported, and what forces opposed the war? - Of what countries the First Coalition was composed? - What was the Brunswick Manifesto? - What happened the “10th August”? - Describe the passage between Monarchy and Republic during the Revolution. - Why is the trial of King Louis XVI considered a political trial? - What were the causes of the counter-revolution in Vendee? - Compare the Girondists of Brissot and the Jacobins of Robespierre in their composition, aims and methods. - What was the Committee of Public safety? - Why did Robespierre choose the Committee as his power base? - What was the “Terror” period? - Why Robespierre’s “government of Virtue” turned into a “government of Terror”? - Explain the need for a new Religion of the Nation in the Terror period. - Compare the different ideas and political aims of Danton and Robespierre. - Why did Robespierre suffer from a coup d’etat? What were the consequences? - What was the Directory? Who was Barras? - What was the relationship between Barras and yung Napoleon? - Describe the outcome of “The Equals’ ” Coup d’Etat. - Divide the French Revolution in different phases. - How did the French Revolution transform the political landscape of Europe in the following centuries?
Procedures Lesson 1 (55’) - Welcoming the students and explaining this is a CLIL lesson 3
LICEO CLASSICO TITO LIVIO - Exploring a Power Point presenta on. Content: The French Revolu on; the ancien Regime in France; Poli cal Level: an Absolute Monarchy; King Louis XVI; Queen Marie Antoine9e. - Open space for ques ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 2 (55’) - Recalling key-concept of the previous lesson. - Exploring a Power Point presenta on. Content: The Social Level: the Three “Estates”; the High Class: Nobility; the Middle Class: Bourgeoisie; What the Middle Class wanted; the Low Class: the People; Unequal Taxa on. - Open space for ques ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 3 (55’) - Recalling key-concept of the previous lesson. - Exploring a Power Point presenta on. Content: the Economic Level: a Rich Na on and an Empty Treasury; Cultural Level: the Enlightenment; the Financial Problems of the Kingdom and Necker; the Cahiers de Doleances; Sieyes: “What is the Third State?”. - Open space for ques ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 4 (55’) - Recalling key-concept of the previous lesson. - Exploring a Power Point presenta on. Content: the King summons the General States; What are the General States; the vo ng system of the General States; the year of prepara on of the General States; the role of Freemasonry. - Open space for ques ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 5 (55’) - Recalling key-concept of the previous lesson. - Exploring a Power Point presenta on. Content: summer 1789: the General States; the Tennis Court Oath; the Aboli on of the Feudal Rights. - Open space for ques ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 6 (55’) - Recalling key-concept of the previous lesson. - Exploring a Power Point presenta on. Content: the Universal Declara on of the Rights of Man and Ci zen; the Civil Cons tu on of the Clergy; the division of the Church; the Assignats. - Open space for ques ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 7 (55’) - Recalling key-concept of the previous lesson. - Exploring a Power Point presenta on. Content: the King wants to crush the Revolu on; the Revolu on in Paris: the taking of the Bas lle; the Great Fear grows in the country; the peasants storm the castles of the 4
LICEO CLASSICO TITO LIVIO aristocrats; the King is taken prisoner in the Tuileries Palace. - Open space for ques ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 8 (55’) - Recalling key-concept of the previous lesson. - Exploring a Power Point presenta on. Content: the Poli ciza on of the poli cal life: the Clubs; the Sec ons; the Journals; Symbols and Rituals. - Open space for ques ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 9 (55’) - Recalling key-concept of the previous lesson. - Exploring a Power Point presenta on. Content: the Royal Flight to Varennes; the new Cons tu on: France is a limited Monarchy; the Legisla ve Assembly; A Bourgeois Government. - Open space for ques ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 10 (55’) - Recalling key-concept of the previous lesson. - Exploring a Power Point presenta on. Content: the Declara on of War; why a war?; the First Coali on and the Brunswick Manifesto; 10th August. - Open space for ques ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 11 (55’) - Recalling key-concept of the previous lesson. - Exploring a Power Point presenta on. Content: the End of the Monarchy: France is a Republic; the Trial of the King; the Execu on of the King; counter-revolu on in Vendee. - Open space for ques ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 12 (55’) - Recalling key-concept of the previous lesson. - Exploring a Power Point presenta on. Content: the Conven on: the Girondists of Brissot and the Jacobins of Robespierre; Robespierre and the Commi9ee of Public Safety; Robespierre beheads the Girondist opposi on; - Open space for ques ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 13 (55’) - Recalling key-concept of the previous lesson. - Exploring a Power Point presenta on. Content: the Terror; the new religion of the Na on; Robespierre vs Danton; Robespierre’s Fall. - Open space for ques ons on the part of the students and discussion. - Recalling the steps of the work. 5
LICEO CLASSICO TITO LIVIO
Lesson 14 (55’) - Recalling key-concept of the previous lesson. - Exploring a Power Point presenta on. Content: the end of the Terror and the Directory of Paul Barras; A Coup from the Right is stopped by young Napoleon; The “Equals’ ” Coup d’Etat. - Open space for ques ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 15 (55’) - Conclusion of the activities – evaluation
Aids - Power Point Presenta on; - Readings from primary and secondary literature (in par cular from Francois Furet’s The French Revolu on) - Vision of a movie: Danton (1983), by Andrzej Wajda; - Worksheets.
6
THE FRENCH REVOLUTION (1789) The French Revolution (1789-1815) was a major turning point in world history In fact, it changed forever the political practice It gave birth both to Liberalism and Totalitarianism
THE ANCIEN REGIME IN FRANCE During the XVIII century, France was a State in which the Middle Class acquired considerable power, while the leading class was the Nobility all along, and the political remained an Absolute Monarchy. The French Revolution is a social revolution inasmuch the Middle Class rises against the Nobility and the Absolute Monarchy to take the reins of the State.
POLITICAL LEVEL: AN ABSOLUTE MONARCHY During the XVII century, France had transformed into an absolute monarchy thanks to Richelieu and Louis XIV "the Sun King" At the same time, England had become a limited monarchy
KING LUOIS XVI A very simple, kind and gentle man, open to the ideas of Enlightenment However, he was weak in character, lacking the strenght to govern a very difficult situation
QUEEN MARIE ANTOINETTE A very beautiful Austrian Princess, sister of the Austrian Emperor Leopold II She was envied by all the noble ladies in Versailles and she ultimately isolated herself She had an unhappy marriage with the King and this made the Crown more fragile
SOCIAL LEVEL: THE THREE "ESTATES" “Estates” in French means “social classes” There where three main social classes in France A. the Clergy – people who belonged to the Catholic Church B. The Nobility – people who held temporal political power. The King was a Noble C. the third, which was composed by the common people, was called the “Third State”
SOCIAL LEVEL: THE HIGH CLASS - NOBILITY The nobility had been stripped of its political powers by Louis XIV with Versailles Nonetheless, the nobility had many privileges, for example it paid no taxes Nevertheless, the nobles controlled all important jobs, in the army, the courts, the civil service, the church (bishops and cardinals)
THE SOCIAL LEVEL: THE MIDDLE CLASS – BOURGEOISIE The Middle Class was the most important social class in France from an economical and cultural point of view, so it despised the privileges of the nobility and wanted the transformation of the State in a limited monarchy
WHAT THE MIDDLE CLASS WANTED •
The Absolute Monarchy had to become a Limited, Constitutional Monarchy, in which the Goverment expressed the people’s will
•
A new society of equal citizens had to be created
•
The privileges of Nobility had to be cancelled, in favor of a new society based on merit
•
Liberalism: the State exist to grant freedom to the individual citizens.
THE SOCIAL LEVEL: THE LOW CLASS – THE PEOPLE Common people were the majority of the overall French population Common people paid taxes They were: -Peasants -Craftsmen -Urban working class
UNEQUAL TAXATION The Third Estate paid taxes to the government and to the clergy As a result, the Third Estate deeply resented the heavy duties and economical unfavorable conditions Many ordinary priests and some nobles supported this part of society
THE ECONOMIC LEVEL: A RICH NATION... All in all, France was a very rich nation. Both the nobility and bourgesy were in good condition, and the people suffered only in drought years
...AND AN EMPTY TREASURY Expenses for the Versailles royal court were too heavy. The war to support the American War of Independence bankrupted France. (need for a general financial and political reformation) Louis XVI asked the States General (the people’s representatives) to help him raise new taxes.
THE CULTURAL LEVEL: THE ENLIGHTENMENT Political break off from the political medieval tradition: CONSTITUTION Break off from the medieval religious belief: DEISM Break off from the historical vision of mankind: PROGRESS All this factors were key points of the new ENLIGHTENED mentality The Bourgeoisie was the main social group that accepted and shared this new ideas Enlightened ideas were spread using the so called “pamphlets” or “caier de doleance”
THE FINANCIAL PROBLEMS OF THE KINGDOM AND NECKER To solve the financial crisis, King Louis XVI called a genious economist, Necker. But the King refused to hear Necker's suggested of the taxation of nobility as the only sound solution
THE CAHIERS DE DOLEANCES The King asked everyone in his kingdom to focus on problems and devise solutions for these problems, writing the Cahiers de Doleances as suggestion for the government This was a great mistake, for the majority of the middle class started to elaborate political ideas and develop a critic thought of the institutions
SIEYES: "WHAT IS THE THIRD STATE?" Emmanuel Sieyès was a French abbot, who sided with the Third Estate and developed the main guidelines of the political party of the Jacobins. The enlightened intellectuals spread these political ideas throughout France, using pamphlets and the Cahiers de Doleà nce. Only the enlightened thinkers had a practical political guideline.
THE KING SUMMONS THE GENERAL STATES
WHAT ARE THE GENERAL STATES
• They were the most important Parliament of the Kingdom, whose duty was to counsel the King
• They weren’t summoned since the times of Richelieu, because it limited the King’s absolute decisional power
• They were formed by representatives of the three «states»: 1) Clergy, 2) Nobility, 3) Third State, that’s the People
THE VOTING SYSTEM OF THE GENERAL STATES The States didn’t vote «by head», but rather «by State», so that the allied traditional forces of the Clergy and the Nobility could always outnumber the vote of the Third State. In the Cahiers de Doleances, the people asked for a change of voting system, «by head», combined with the doubling of the representatives of the Third. The King accorded the last demand only, doubling the Third
THE YEAR OF PREPARATION OF THE GENERAL STATES The King summoned the General States but the representatives of the people had to be chosen in a different way: in the past, they were the chiefs of groups or corporations; in 1788, they had to be elected.
THE ROLE OF FREEMASONRY The Freemasonry, at the time the only organized group, managed to manipulate the elections so that the representatives of the Third State were almost always lawyers from the middle class with Enlightened (Masonic) ideas
SUMMER 1789 THE GENERAL STATES •
The King needed a solution for the financial problems of the Kingdom
•
The Nobility hoped to weaken the Monarchy to take back some political powers
•
The Third State, controlled by representatives with distinct Enlightened ideas, wanted a more radical change: the transformation of Monarchy from an Absolute to a Limited, Constitutional system, and the substitution of Nobility as the leading class of France
THE TENNIS COURT OATH •
The Nobility, sensing the danger, asked the King to stop the Third State.
•
The King closed the doors of the Hall of the Third. So the Third State gathered in the Tennis Court and sweared a solemn Oath: they, as the true representatives of the nation, renamed themselves he Naional Assembly, and would give France a new Constitution.
THE ABOLITION OF THE FEUDAL RIGHTS August Decrees: the National Assembly abolished feudalism, all feudal rights, the privileges of aristocracy. Francois Furet: these are "the founding texts of modern France. They destroyed aristocratic society from top to bottom, along with its structure of dependencies and privileges. For this structure they substituted the modern, autonomous individual, free to do whatever was not prohibited by law..."
THE DECLARATION OF THE RIGHTS OF MAN AND OF THE CITIZEN The National Assembly produced a document in which the need of a Revolution was rooted in the defense of the natural rights of man: life, freedom and property. The Revolution had an universal persective and was exportable all over Europe and the world. Like the philosophy of Rousseau, the value of man is identified in his citizenship.
THE CIVIL CONSTITUTION OF THE CLERGY To remedy the financial crisis, the National Assembly decided to confiscate all the material properties of the French Church. This also permitted to get a second objective: the clergy, to survive, had to accept a salary from the French government, meaning that the French Church got controlled by the State. With the Civil Constitution of the Clergy, all bishops and priests became state employees.
THE DIVISION OF THE CHURCH Pope Pius VI at once condemned the Civil Constitution of the Clergy. Those bishops and priests (76%) that didn't accept the oath of loyalty to the Civil Constitution were arrested, so they had to enter clandestinity.
THE ASSIGNATS The lands owned by the Church were sold to the public, but to advantage the rich middle class a system of "assignats" was invented. These assignats were issued as paper money to avoid bankrupcy. In the end, they caused hyperinflation generating an economic crisis for the lower classes, with bread shortages and food riots.
THE KING WANTS TO CRUSH THE REVOLUTION Not long after the Tennis Court Oath, the King quietly started to gather the royal army to eventually crush the revolution. General Lafayette was nominated head of the National Guard, having the duty to protect the King.
THE REVOLUTION IN PARIS: THE TAKING OF THE BASTILLE The 14th of July, an angry mob in Paris, controlled by the National Assembly, stormed the area around the Bastille, an ancient prison in which political prisoners were jailed. The small garrison surrendered and was quickly disposed of: the first bloodbath of the revolution. The National Assembly demonstrated to have the control of Paris.
THE GREAT FEAR GROWS IN THE COUNTRY The peasants got frustrated by hunger, were resentful of the feudal rights of the aristocrats, and feared the royal army. Panic diffused in the countryside, as the people were in fear of the aristocrats' reprisal.
THE PEASANTS STORM THE CASTLES OF THE ARISTOCRATS So all over France angry mobs of farmers stormed the castles of the nobility. They searched for the anciemt charts that granted feudal rights and burned them to ashes. This fact helped the National Assembly because the King sensed that he needed the Assembly to control the people of France. Nobles, sensing the danger, started to go in exile in other countries.
THE KING IS TAKEN PRISONER IN THE TUILERIES PALACE With the Women's March on Versailles (5 October), the King is persuaded to relocate to Paris, in the Tuileries Palace, protected and controlled by the National Guard of General Lafayette. That means that the Monarchy was taken hostage by the National Assembly.
THE POLITICIZATION OF SOCIAL LIFE: THE CLUBS
• The interest for politics invested social life. Every citizen was invited to take part in the Revolution supporting a political group.
• In the absence of modern Parties, political groups were called “clubs”. The most important group was the Jacobin one, that at first was represented by all the major subjects of the Revolution. His leader was, at first, Sieyes.
• The opposition was composed by the royalist group, called the Feuillants, whose leader was Lafayette.
THE POLITICIZATION OF SOCIAL LIFE: THE SECTIONS • The Clubs gained stenght by the support of the popular masses. • The Sections were used to politicize the citizens. • The Sansculottes were the militants of the various political clubs during the revolution.
THE POLITICIZATION OF SOCIAL LIFE: THE JOURNALS • Another important instrument to politicize the masses was journalism. • Many political journals that supported the Revolution were founded by men such as Marat and Desmoulines
THE POLITICIZATION OF SOCIAL LIFE: SYMBOLS AND RITUALS
THE ROYAL FLIGHT TO VARENNES 20-21 June 1791: the royal family attempted unsuccessfully to escape from Paris. They escaped only as far as the small town of Varennes, where they were arrested after having been recognized. The incident was a turning point after which popular hostility towards the French monarchy as an institution, as well as towards the king and queen as individuals, became much more pronounced. The king's attempted flight provoked charges of treason that ultimately led to his execution in 1793.
THE NEW CONSTITUTION: FRANCE IS A LIMITED MONARCHY As most of the Assembly still favoured a constitutional monarchy rather than a republic, the various groups reached a compromise which left Louis XVI as little more than a figurehead. Under the Constitution of 1791, France would function as a constitutional monarchy. The King had to share power with the elected Legislative Assembly, but he still retained his royal veto and the ability to select ministers.
THE LEGISLATIVE ASSEMBLY (1791-1792) The Legislative Assembly first met on 1 October 1791, andconsisted of about 165 Feuillants (constitutional monarchists) on the right, about 330 Girondists (liberal republicans) and Jacobins (radical revolutionaries) on the left, and about 250 deputies unaffiliated with either faction. Early on, the King vetoed legislation that threatened the ĂŠmigrĂŠs with death and that decreed that every non-juring clergyman must take within eight days the civic oath mandated by the Civil Constitution of the Clergy. Over the course of a year, such disagreements would lead to a constitutional crisis.
THE LEGISLATIVE ASSEMBLY: A BOURGEOIS GOVERNMENT The Girondists were the leading group of the Legislative Assembly. Through the new voting system – only the rich had the right to vote and to be voted - they expressed the need of the rich middle class to consolidate what was already obtained, preventing the Revolution to slide towards more radical changes benefitting the lower classes.
THE DECLARATION OF WAR The Holy Roman Emperor Leopold II and Frederick William II of Prussia issued the Declaration of Pillnitz, which proclaimed the cause of Louis XVI as their own, demanded his absolute liberty and hinted at an invasion of France on his behalf if the revolutionary authorities refused its conditions. The threat of force merely hastened their militarisation. The Assembly voted to declare war on 20 April 1792.
WHY A WAR? The politics of the period inevitably drove France towards war with Austria and its allies. The King, many of the Feuillants, and the Girondins specifically wanted to wage war. The King (and many Feuillants with him) expected war would increase his personal popularity; he also foresaw an opportunity to exploit any defeat: either result would make him stronger. The Girondins wanted to export the Revolution throughout Europe and, by extension, to defend the Revolution within France. The forces opposing war were much weaker. Barnave and his supporters among the Feuillants feared a war they thought France had little chance to win and which they feared might lead to greater radicalization of the revolution. On the other end of the political spectrum Robespierre opposed a war on two grounds, fearing that it would strengthen the monarchy and military at the expense of the revolution, and that it would incur the anger of ordinary people in Austria and elsewhere.
THE FIRST COALITION AND THE BRUNSWICK MANIFESTO The First Coalition against France was composed of Austria, Prussia, Britain, Spain, Piedmont. The Commander in chief was the Duke of Brunswick. The first battles were lost by France and led to hostility towards the Monarchy. In the Brunswick Manifesto, the Imperial and Prussian armies threatened retaliation on the French population if it were to resist their advance or the reinstatement of the monarchy.
th
10 AUGUST On the night of 10 August 1792, insurgents and popular militias, led by the radical leaders Danton and Marat, and supported by the revolutionary Paris Commune, assailed the Tuileries Palace and massacred the Swiss Guards who were assigned for the protection of the king. The royal family ended up prisoners and a rump session of the Legislative Assembly suspended the monarchy; little more than a third of the deputies were present, almost all of them Jacobins.
THE END OF THE MONARCHY: FRANCE IS A REPUBLIC. THE CONVENTION (1792-1795) The Convention, elected by universal male suffrage and charged with writing a new constitution, met on 20 September 1792 and became the new de facto government of France. The next day it abolished the monarchy and declared a republic. The following day – 22 September 1792, the first morning of the new Republic – was later retroactively adopted as the beginning of Year One of the French Republican Calendar
THE TRIAL OF THE KING Under the terms of the Constitution of 1791 Louis, as king, was immune from prosecution. But this was a political Trial; and in fact, the National Convention (the Legislative Power) standed both as judge and jury. The radical Jacobins, led by Robespierre, wanted to end the Monarchy and radicalize even more the Revolution. In fact, the accusing speech was spoken by Saint-Just, Robespierre's right hand.
THE EXECUTION OF THE KING The former Louis XVI, now simply named Citoyen Louis Capet (Citizen Louis Capet) was executed by guillotine on 21 January 1793 on the Place de la RĂŠvolution, now called the Place de la Concorde. "...I heard him pronounce distinctly these memorable words: "I die innocent of all the crimes laid to my charge; I Pardon those who have occasioned my death; and I pray to God that the blood you are going to shed may never be visited on France."
COUNTER-REVOLUTION IN VENDEE The War in the Vendée was an uprising in the Vendée region that quickly acquired themes considered by the government in Paris to be counterrevolutionary, and Royalist. The uprising was suppressed using draconian measures. The historian François Furet concludes that the repression in the Vendée "not only revealed massacre and destruction on an unprecedented scale but also a zeal so violent that it has bestowed as its legacy much of the region's identity ... The war aptly epitomizes the depth of the conflict ... between religious tradition and the revolutionary foundation of democracy.”
THE CONVENTION: THE GIRONDISTS OF BRISSOT‌ The representatives in the Convention - the new Republican Parliament – were roughly divided into two groups. The majority belonged to the Girondists, led by Brissot, that were the expression of the rich middle class. They were satisfied with the benefits acquired with the economic, social and political changes of the Revolution. They wanted to stabilize the Revolution, in favour of the rich middle class, refusing other changes that could benefit the lower classes.
…AND THE JACOBINS OF ROBESPIERRE On the contrary, the new Jacobin group, (the “Mountain”) led by the idealistic, radical leader Maximilian Robespierre, advocated new radical changes. They wanted to share the economic, social and political benefits of the Revolution with the lower classes. But they wanted much more. Robespierre followed to the letter the ideas of the Enlighenment philosopher, J.J.Rousseau, that wanted the creation of a perfect State, in which justice and equality reigned supreme; an utopian State in which evil wouls be radically uprooted from the human condition.
ROBESPIERRE AND THE COMMITTEE OF PUBLIC SAFETY Robespierre was the de facto leader of the Committee of Public Safety, created by the Convention to protect the newly established republic against foreign attacks and internal rebellion. As a wartime measure, the Committee— composed at first of nine, and later of twelve, members—was given broad supervisory powers over military, judicial, and legislative efforts: from this position, Robespierre had huge political influence on the decisions of the Convention.
ROBESPIERRE BEHEADS THE GIRONDIST OPPOSITION (1793) The Girondists were at first much more powerful then the Jacobins. But Robespierre used all means at his disposal to attack the leaders of the Girondists, that in the end (in june 1793) were jailed and then beheaded. Robespierre became the absolute leader of the Revolution, with dictatorial powers.
THE TERROR (1793-1794) The Reign of Terror (5 September 1793 – 28 July 1794), also known as The Terror, was a period marked by mass executions of "enemies of the revolution". Robespierre was in fact free to excecute anyone that opposed the construction of his perfect society. The death toll ranged in the tens of thousands, with 16,594 executed by guillotine, and another 25,000 in summary executions across France.
Robespierre was coming to the conclusion that the ends justified the means, and that in order to defend the Revolution against those who would destroy it, the shedding of blood was justified. He stated: “If the basis of popular government in peacetime is virtue, the basis of popular government during a revolution is both virtue and terror; virtue, without which terror is baneful; terror, without which virtue is powerless. Terror is nothing more than speedy, severe and inflexible justice; it is thus an emanation of virtue; it is less a principle in itself, than a consequence of the general principle of democracy, applied to the most pressing needs of the patrie.�
THE NEW RELIGION OF THE NATION Following the ideas of Rousseau, Robespierre thought that the Christian religion weakened the State. So Christianity had not to be controlled, but destroyed. But man has the natural need to serve a “God�, so the old relligon had to be substituted with a new one, a religion of the Nation.
ROBESPIERRE VS. DANTON Danton, one of the main collaborators of Robespierre and the best demagogue of the Revolution, understood that the Terror imposed by Robespierre would led France to destruction. He tried to stop Robespierre, recurring to political methods (“It's best to be beheaded rather than to behead�) but Robespierre was able to jail and execute him. In the end, the process of Danton opened the eyes of the Convention and the people, and this event ultimately paved the way for Robespierre's downfall.
ROBESPIERRE VS. DANTON
ROBESPIERRE’S FALL As a result of Robespierre's insistence on associating Terror with Virtue, his efforts to make the republic a morally united patriotic community became equated with the endless bloodshed. Finally, some members of the Convention prepared a coup d'etat against the Committee of Public Safety, and Robespierre was overthrown on 9 Thermidor (27 July 1794). The Terror was over.
THE END OF THE TERROR AND THE DIRECTORY OF BARRAS After Robespierre's downfall, the executive power of Revoluctionary France was mantained by the five members of the Directory, in particular Paul Barras. The directory wanted to leave behind the excesses and violence of the Terror, it expressed the needs of the rich middle class, and was busy with the prosecution of the war against the First Coalition and with many coups from both the extreme left and right political wings.
A COUP FROM THE RIGHT IS STOPPED BY YOUNG NAPOLEON The Directory had to defend itself from the far-right counterrevolution. On 3rd October 1795, royalists in Paris tried an insurrection against the Directory. Barras gave the command of the military operations intended to stop the royalists to a very young yet distinguished general: Napoleon Bonaparte. Young Napoleon extinguished the revolt in a bloodbath and that was the starting point of his friendship with the head of the Directory and, most importantly, of his stellar career.
THE “EQUALS” ’ COUP D’ETAT At the extreme left of the political spectrum, some radical and egalitarian jacobins, “Gracchus” Babeuf and Filippo Buonarroti, organized a revolt to overthrow the Directory. They were supported by the radical jacobins and by the poorest social classes, but the insurrection, fixed for 20 February 1796, was discovered and Babeuf was guillotined. The Directory was safe. Later on, the term “communism” was coined by Goodwyn Barmby to identify the ideas of Babeuf and the “Equals”. They influenced the birth of socialist, communist and anarchist ideas in the first half of the XIX century.
LICEO CLASSICO TITO LIVIO
CLIL Lesson Plan 2017/2018 Subject: History & Philosophy
Grade: Classe 3a (16-17 years-old) Time: January (ending of 1st Term)
Aims Students will: recognize the main features of Humanism & Renaissance; recognize the influence of the socio-economic context for the birth of the Renaissance. recognize the presence or absence of the main features of Humanism & Renaissance in contemporary culture; Discuss the legacy of Humanism & Renaissance in the present world.
Content
Cogni-on
The origins of Humanism & Renaissance in their context; The theme of Classicism and its meaning; A new vision of Man and its meaning; Naturalism and its meaning; The return of Magic as a way to Control life & nature; Different philosophical and political currents of the Renaissance.
Ability to acquire a synthe*c vision of a complex phenomenon. Ability to iden*fy the main features of the Humanism/Renaissance culture in their reciprocal rela*ons. Ability to critically compare the main elements of a cultural movement to past and present events; Improve the students’ specific vocabulary; Improve the students’ English performance.
Culture Knowledge of the Humanism & Renaissance cultural movement in its context; Knowledge of the main features of the culture of Humanism & Renaissance, its internal structure; Be0er understanding of how the legacy of Humanism & Renaissance was the origin of the modern world
Communica-on Language OF learning
Language FOR learning
Key vocabulary to spread; to favour; Principality; to strive; unsurpassed; Phylology; siege; backward; Alchemy; transmute; to prolong; to subjugate; to appeal; futuristic Utopia; autonomy.
-Define Humanism & Renaissance in their relationship. -Explain the importance of the socio-economic context for the birth of the Humanism & Renaissance movement; -Describe the importance of Florence as a point of irradiation of the Renaissance; -Define “Classicism”. -Who was the Father of Classicism and why? -Why the difference between literary characters such as Dante’s Beatrice and Petrarch’s Laura matters so much?
Language THROUGH learning New Expressions; New Vocabulary; Describe Pictures; Select Information from given words; retain 1
LICEO CLASSICO TITO LIVIO -What’s Phylology and why it was so important for the birth of the Humanism? -Why the arrival of the Sages from Costantinople is considered the second root of the Renaissance? Why did they decide to escape from Constantinople? -What are the main features of Classicism? -Explain the different point of view of the Medieval men and Humanists in relation to the Classics as a source of inspiration. -Explain the meaning of the new “interest in the Subject” of the Humanists. -Explain the meaning of the Latin phrase “Homo est mensura omnium rereum” for the Humanists. -Expose the main content of the Oratio “On the Dignity of Man” of Pico. - Identify the origins of the “self-made-man” ideal in the Renaissance. - Expose the new value of action and the despise for contemplation during the Humanism/Renaissance. - Tell about the conflict between Skill and Luck as devised by the authors of the Humanism/Renaissance. - Define “Naturalism” in the context of the Renaissance. - What was the origin of the strong optimism of the Man of the Renaissance? - Describe the revival of Astrology, Alchemy and Magic during the Renaissance. - What’s the most important aim of Magic? How is it related to the main ideas of the Renaissance? - Expose the main ideas of Neoplatonism. What was changed from ancient and medieval Platonism? - Expose the main ideas of Neoaristotelism. What was changed from ancient and medieval Aristotelism? - What was the main idea of Giordano Bruno? How is it related to the main ideas of the Renaissance? -What was the main idea of Francis Bacon’s New Atlantis? How is it related to the main ideas of the Renaissance? - What’s the main difference between the political ideas of the first- and second- generation humanists? - Expose the main ideas of Machiavelli’s “Il Principe”. - Compare the works of Machiavelli and Thomas More.
language revised by both teacher and peers; make use of peer explanations; record, predict, learn new words which arise from activities; take the Classwork
Procedures Lesson 1 (55’) - Welcoming the students and explaining this is a CLIL lesson - Exploring a Power Point presenta*on. Content: Humansm & Renaissane: What, When, Where; The Social Context: an Aristocra*c Culture; an example: Lorenzo the Magnificient in Florence. - Open space for ques*ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 2 (55’) - Recalling key-concept of the previous lesson. 2
LICEO CLASSICO TITO LIVIO - Exploring a Power Point presenta*on. Content: Classicism; the Father of Humanism: Francesco Petrarca; the inven*on of Phylology; the sages from Constan*nople; the Return to the Classics as a Return to the Origins; the Features of Classicism; Humanism vs Middle Ages: a Different Point of View. - Open space for ques*ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 3 (55’) - Recalling key-concept of the previous lesson. - Exploring a Power Point presenta*on. Content: A new interest for the Subject; Man is the Centre of the World; Pico della Mirandola: on the Dignity of Man; Man is the Main Charachter of his own Story; Divism as a new human Ideal; Ac*on over Contempla*on; Skill and Luck; From “Freedom as Love” to “Freedom as Power”. - Open space for ques*ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 4 (55’) - Recalling key-concept of the previous lesson. - Exploring a Power Point presenta*on. Content: Naturalism; Nature: Spring of Crea*vity; the Value of the Body; Op*mism. - Open space for ques*ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 5 (55’) - Recalling key-concept of the previous lesson. - Exploring a Power Point presenta*on. Content: The Return to Magic; Astrology; Alchemy; Magic; the Nature of Magic: Control over Reality - Open space for ques*ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 6 (55’) - Recalling key-concept of the previous lesson. - Exploring a Power Point presenta*on. Content: Philosophical Currents: Neoplatonism; Niccolò Cusano and Marsilio Ficino; Aristotelism: the Return to Averroè; Giordano Bruno’s Pantheism; Francis Bacon’s Technological Utopia. - Open space for ques*ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 7 (55’) - Recalling key-concept of the previous lesson. - Exploring a Power Point presenta*on. Content: Renaissance and Poli*cs; First Phase: the Return to the Roman Republic; second Phase: the Return to the Power of the Prince; Machiavelli’s “Il Principe”; Thomas More’s “Utopia”. - Open space for ques*ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 8 (55’) 3
LICEO CLASSICO TITO LIVIO - Conclusion of the activities – evaluation
Aids - Power Point Presenta*on; - Readings (both primary and secondary literature); - Vision of a movie: The Agony and the Ecstasy (1965), by Carol Reed; - Worksheets.
4
1) HUMANISM AND RENAISSANCE: WHAT, WHEN, WHERE Humanism was a cultural – but mostly literary – movement that started in Italy at the beginning of XV century
Renaissance was the artistic development of Humanism. It spread all over Europe during the XVI century
THE SOCIAL CONTEXT: AN ARISTOCRATIC CULTURE Humanism was favoured by the noble houses that had transformed the Italian Free Commons into Principalities
The new Renaissance art is produced in the aristocratic courts for the noble houses
AN EXAMPLE: LORENZO THE MAGNIFICIENT IN FLORENCE The two most important centres for art production were Rome and Florence. In the latter, the Medici noble house, and in particular Lorenzo the Magnificient (1449-1492), sponsored literates, artists and philosophers, starting the mature phase of the movement
2) CLASSICISM After the Great Crisis of the XIV century, europeans strived for a rebirth, and they looked at the Classical age, first at Rome and then at Greece, as a source of inspiration They looked at the Classics as a perfect model that had to be imitated in every single detail to achieve perfection, be it in literature, art, politics, or science
THE FATHER OF HUMANISM: FRANCESCO PETRARCA Petrarch (1304-1374) can be considered the “Father of Humanism”: he was the first to consider Roman writers, such as Cicero, an ununsurpassed model of scripture. He was a cleric working for the Holy See in Avignone His relationship with Laura, is very different from the love connecting Dante to Beatrice
THE INVENTION OF PHYLOLOGY He started a systematic search for Classical textes, copied by medieval monks and then lost or forgotten in their monasteries He was the inventor of Phylology, the science by which textes can be restored to their original form
THE SAGES FROM CONSTANTINOPLE The second impulse to the study of the Classics was given by the arrival in Rome of the sages fled from Constantinople, sieged by the Ottoman Turks in 1453 Gemistus Pletho is the most well known; he contributed to the knowledge of both Plato and Aristotle
THE RETURN TO THE CLASSICS AS A RETURN TO THE ORIGINS The Return to the Classics had the meaning of a backward jump of a thousand years, all over the Middle Ages, considered as some Dark Ages, to the primal and eternal source of light, youth and beauty for humankind: Classical Rome and Greece
THE FEATURES OF CLASSICISM Classicism as a style is characterized by order, proportion, measure, rationality, symmetry, perfection
HUMANISM vs MIDDLE AGES: TWO DIFFERENT POINTS OF VIEW Humansists looked at the Classics as a model of perfection to be imitated, and assumed their point of view fully The Middle Ages had looked at the Classics, but from the point of view of the Christian tradition
3) A NEW INTEREST FOR THE SUBJECT Importance of the subject and affirmation of the self as a specific, unique individual
MAN IS THE CENTRE OF THE WORLD Man is considered a wonder, the most important being in existence, and his purpose is to “humanize” the entire world by his works. This is the new meaning of
“Homo est mensura omnium rerum”: “Man is the measure of all things”
PICO DELLA MIRANDOLA: ON THE DIGNITY OF MAN In his Oration “On the Dignity of Man�, Pico tells about man, a being that, lacking the fixed nature of animals, is radically free. He can use his freedom to become everything he wants, rising to the height of an angel or falling to the ground and live like a brute animal.
MAN IS THE MAIN CHARACTER OF HIS OWN STORY “Homo est faber fortunae suae”: “Man is creator of his own destiny” Humanists thought that every man has the responsability of his own choices and of the direction of his own life. No external force, as Fate or Providence, can decide of his life
DIVISM AS A NEW HUMAN IDEAL “Do act with greatness, for the heaven is open for that man whose works are great on earth” (Coluccio Salutati) The value of a human life depends from the greatness of his works. The human ideal is now the “divus”, the man who excels in a specific field.
ACTION OVER CONTEMPLATION
A life of “contemplation” study or prayer – is despised, while only a life of “action” is considered worthy, inasmuch action is directed to make the world a better place
SKILL AND LUCK Can bad luck - or adverse circumstances - be stronger than a man's skill and make him unable to achieve gretness? Humanists usually answer that a truly skilled man is able to beat down bad luck and triumph anyway.
FROM “FREEDOM AS LOVE” TO “FREEDOM AS POWER” Both Medievals and Humanists think that the full realization of human potential lies in the good use of freedom. But Medievals affirm that the purpose of freedom is love. Humanists affirm that is “power”, greatness of achievement
4) NATURALISM Nature is now considered the divine souce of all positive aspects and powers of human life. The human body is considered the most perfect, the most beautiful thing in the entire world. Everything natural is by definition good, so “Do anything you wish, because by nature Man is inspired to virtuous actions� (Francois Rebelais)
NATURE: SPRING OF CREATIVITY
THE VALUE OF THE BODY
OPTIMISM Man is good by nature. Man is rich of many positive aspects: freedom, reason, creativity... Man's actions have the purpose to create perfection in himself and in the world around him. Man is actually able to create his own destiny
5) THE RETURN TO MAGIC ASTROLOGY The classics believed that the heavens – stars, planets, their relations and movements influenced human life. Astrology is the “science” that studies the heavenly bodies and their influence, doing horoscopes to exploit this knowledge and enhance the measure of control man has got over his own life.
ALCHEMY Through Alchemy, man can transmute the very nature of natural substances: for example, with the Philosopher's Stone he can transform lead into gold, or with the Elixir of Life he can prolong his lifespan
MAGIC The Renaissance is the Golden Age of Magic, with famous wizards such as Agrippa and Paracelsus The main idea of magic: there is a secret knowledge with which man can know and exploit natural laws, subjugating nature to his will
THE NATURE OF MAGIC: CONTROL OVER REALITY The impressive return to magic in the Renaissance tells about a new human ideal: if the value of human life is measured by achievement, man has to find a way to submit the casual circumstances (and bad luck) to his own skill: magic is an appealing way to control life. Later, the hopes of modern men will shift from magic to the newborn science
6) PHILOSOPHICAL CURRENTS: NEOPLATONISM From a philosophical point of view, the Humanists returned to the philosophy of the Classics trying to “free” the original thought of the author from successive interpretations. Plato, for example, had been incorporated in Christian theology, especially by saint Augustine, and the Humanists tried to purify the “original Plato” from “Christian interpolations”.
Plato stated that knowledge, nature, and man are divided into two different, opposed levels: Earth, the material one, and Heaven, the spiritual one, which man has to search and imitate to find his true self.
NICCOLO' CUSANO AND MARSILIO FICINO Niccolò Cusano: “de docta ignorantia”: reality is too mysterious to be known by human reason. Cusano and Ficino: Platonic Love is “copula mundi”, “point of conjunction of the World”, because love can give man the strenght to overcome his limits and break his isolation, linking him with the rest of creation and God Himself
ARISTOTELISM: THE RETURN TO AVERROE' Aristoteles was very appreciated for his high consideration of the five senses, the natural world, the human body Aristoteles too was “freed� from the Christian interpretation of saint Thomas Aquinas.
Pietro Pomponazzi formulated an interpretation that was very similar to that of Averroes; he underlined the
GIORDANO BRUNO'S PANTHEISM Giordano Bruno rejected Christianity altogether to return to a form of Pantheism: the “I” can merge with Infinite Nature
FRANCIS BACON'S TECHNOLOGICAL UTOPIA Before the discovery of the Scientific Method by Galilei, Francis Bacon advocated the search for a science that could grant to mankind an absolute control over nature. He wrote “New Atlantis� describing a futuristic utopia, a perfect society built with advanced technology.
7) RENAISSANCE AND POLITICS FIRST PHASE: THE RETURN TO THE ROMAN REPUBLIC The First Generation Humanists – Francesco Petrarca, Coluccio Salutati, Leonardo Bruni, Poggio Bracciolini and others living in Florence before the Medici lordship – believed in freedom, democracy and republic, so they turned to Ancient Rome, specifically to the Republic age, as a source of inspiration.
SECOND PHASE: THE RETURN TO THE POWER OF THE PRINCE When the Italian Free Commons turned to Principalities or “Signorie”, the Second Generation of Humanists began: Marsilio Ficino, Niccolò Machiavelli and others were courtesans, court intellectuals,who produced their works for the Prince. They now took inspiration from the Roman Empire.
MACHIAVELLI'S “IL PRINCIPE” Machiavelli was the major political writer of the age. In “The Prince”, he states that the end of politics is to conquer and mantain political power. Each mean used towards this end is justified. The authonomy of politics from morals or religion is absolute.
THOMAS MORE'S UTOPIA Thomas More was an English politician that died as a Catholic martyr. His most well known book is “Utopia�, in which he describes in detail a perfect society. The work will be read by many subsequent revolutionaries.
LICEO CLASSICO TITO LIVIO
CLIL Lesson Plan 2017/2018 Subject: Philosophy
Grade: Classe 5a (18-19 years-old) Time: 2nd Term
Aims Students will: recognize the main features of Totalitarianism iden fied by H.Arendt in the classic Totalitarian regimes (Fascism, Nazism, Communism); recognize the main features of Totalitarianism iden fied by H.Arendt in some classic dystopian novels (1984 by G.Orwell, Fahrenheit 451 by R.Bradbury, Brave New World by A.Huxley); recognize the presence or absence of the main features of Totalitarianism iden fied by H.Arendt in contemporary poli cal experiences; Discuss the account of evil presented in Eichmann in Jerusalem: A Report on the Banality of Evil, taking into account the events of XX- and XXI-century.
Content
Cogni)on
Life and Works of Hannah Arendt; Content of The Origins of Totalitarianism. Te Main Features of Totalitarianism. Content of Vita Activa; Content of Eichmann in Jerusalem: A Report on the Banality of Evil
Ability to recognize the classic features of a Totalitarian regime; Ability to critically compare philosophical insights to past and present events; Improve the students’ specific vocabulary; Improve the students’ English performance.
Culture Understanding of the structure of a Totalitarian Regime; Knowledge of the Holocaust; Knowledge of the poli cal context of the Cold War in the Six es and in par cular in Israel; Be9er understanding of the nature of radical evil in the XX- and XXI- century
Communica)on Language OF learning
Language FOR learning
Key vocabulary existential; dissertation; refugee; to reject; speculative; Totalitarianism; Dictatorship; inasmuch; ideology; unrelated; susceptible; utterly; trial; psychopath
-What is the scope and sense of philosophy for H.Arendt? -Why she decided to write about practical and political philosophy? -What is the difference between Totalitarianism and Dictatorship? -How the book, The Origins of Totalitarianism, permits to understand together Nazism and Communism? -What’s an Ideology? -Why is an Ideology always, structurally violent?
Language THROUGH learning New Expressions; New Vocabulary; Describe Pictures; Select Information from given words; retain 1
LICEO CLASSICO TITO LIVIO -What’s a Charismatic Leader? -Could an Ideology be viewed as an atheistic religion? -Why an Ideology tries to create a mass society disgregating the social texture? -Why an Ideology uses Terror to control the people? -How is used the expression “enemy of the people”? -Why truth is the worst enemy of a Totalitarian regime? -How does the Totalitarian regime try to create a new type of man? -Why was Hannah Arendt critical of Eichmann trial? -How she confronted Eichmann’s self-defense arguments? -What understanding of radical evil in the XX century was born of H.Arendt’s reflections?
language revised by both teacher and peers; make use of peer explanations; record, predict, learn new words which arise from activities; take the Classwork
Procedures Lesson 1 (55’) - Welcoming the students and explaining this is a CLIL lesson - Exploring a Power Point presenta on. Content: Life and Works of Hannah Arendt. - Open space for ques ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 2 (55’) - Recalling key-concept of the previous lesson. - Exploring a Power Point presenta on. Content: The Origins of Totalitarianism. Main Features: Ideology, a Mono-Party system with a Charisma c Leader; Control of Mass Society; Control Through Terror; Control of the Media and Propaganda; Control of Educa on and Culture; Control of the Economy; A New Man in a New World. - Open space for ques ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 3 (55’) - Recalling key-concept of the previous lesson. - Exploring a Power Point presenta on. Content: Vita Ac&va: H.Arendt’s anthropological vision. Eichmann in Jerusalem: A Report on the Banality of Evil. - Open space for ques ons on the part of the students and discussion. - Recalling the steps of the work. Lesson 4 (55’) - Conclusion of the activities – evaluation
Aids - Power Point Presenta on; - Readings from Hannah Arendt’s books (The Origins of Totalitarianism; Vita Ac&va; Eichmann in Jerusalem: 2
LICEO CLASSICO TITO LIVIO A Report on the Banality of Evil); - Personal reading of a dystopian novel (every student chooses which one): 1984 by G.Orwell, Fahrenheit 451 by R.Bradbury, Brave New World by A.Huxley; - Vision of a movie: Hannah Arendt (2012), by Margarethe von Tro9a; - Worksheets.
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HANNAH ARENDT
LIFE Hannah Arendt was born into a German Jewish family. She studied philosophy at Marburg with Mar n Heidegger, the leading existen al philosopher in Germany, with which she developed a roman c rela onship. However, she wrote her disserta on with Karl Jaspers, on the concept of love in St.Augus ne.
When Hitler ascended to power in 1933, the German government introduced a series of discriminatory laws that hit the Jewish minority. Hannah could not acquire “habilita on� for teaching, then she was arrested and imprisoned by the poli cal police, the Gestapo (1933).
Meanwhile, Heidegger, the teacher she had loved so much, supported the Nazi party to keep his posi on as Rector of the University of Friburg.
Later in 1933, Hannah le2 Germany for France and began a new life in Paris, where she worked to aid Jewish refugees. In 1940, a2er the failure of her ďŹ rst marriage, she married Heinrich Blucher, expelled from Germany for his poli cal involvement in the Communist Party. Later in 1940, during World War II, when Germany occupied northern France, she was captured and deported to a concentra on camp in southern France. She was able to ee a few weeks later and together with her husband she reached the USA. Her academic career started and from 1951 she taught in the most renowned American universi es.
WORKS She rejected abstract specula on and was convinced that philosophy, which is “thinking”, has to be at the service of everyday life and of love. Reason and love have to go together and support each other. The search for a “prac cal” form of philosophy led her to poli cal philosophy.
1. THE ORIGINS OF TOTALITARIANISM (1951) Hannah Arendt introduced the very same concept of “Totalitarianism”, as opposed to traditional “Dictatorship”, to affirm that Communism, Fascism and Nazism were something new, with a number of distinctive features
Published in 1951, at the beginning of the Cold War, the book had a huge political impact, inasmuch it permitted people to consider the Communist political experience in comparison with the Nazi one, like two faces of the same Totalitarian model.
THE MAIN FEATURES OF TOTALITARIANISM: - IDEOLOGY An Ideology is a vision of life that, pretending to have discovered the true meaning of history (the Class Struggle for Communism, or the Struggle for life of the Aryan race for Nazism) intends to build a perfect, utopian society. An Ideology always implies violence inasmuch that during the transformation of the old society into the new, “perfect� one, millions of people are sacrificed.
- A MONO-PARTY SYSTEM WITH A CHARISMATIC LEADER The government has absolute power. Democratic pluralism is abolished and opposition to the mono-party system is systematically hunted down and eradicated. The Charismatic Leader is seen like a Saviour
- CONTROL OF MASS SOCIETY The Totalitarian State has absolute control over society, having completed the transformation of people into a mass of unrelated individuals, highly susceptible to control and manipulation.
- CONTROL THROUGH TERROR It is far easier to control individuals invaded by fear. The regime introduces the idea of “enemy of the People� and instills the idea that, to avoid arrest by the political police and death sentence in a political trial, everyone has to distrust and be suspicious of all others. Potentially, everyone is a victim, and to save himself he has to accuse others.
– CONTROL OF THE MEDIA AND PROPAGANDA The Totalitarian regime intends to control the minds of every citizen.Through the absolute control of all media, it substitutes truth with thought-controlling propaganda.
- CONTROL OF EDUCATION AND CULTURE To control the minds of people, the regime has to control school and education, teachers and all intellectuals, all forms of cultural production and in particular artistic production, and all social activities during free time.
- CONTROL OF THE ECONOMY The entire economic system of the nation is controlled by the Totalitarian regime and serves the interests of the government, not the needs of the people.
A NEW MAN IN A NEW WORLD Totalitarianism tries to realize a new utopian world. The structure of the economy, society and politics is transformed, but at the same time, men have to change according to a peculiar, ideological vision of man.
2.VITA ACTIVA Hannah Arendt distrusted abstract philosophy, or “vita contemplativa”, and proposed a return to the Greek ideal of practical (political) philosophy, or “vita activa”. She elaborated a distinction of labour, work and action, in which she shows the different possibilities of human actions.
3. EICHMANN IN JERUSALEM: A REPORT ON THE BANALITY OF EVIL After WW2, a number of Nazi hierarchs had fled to foreign countries under the cover of a false identity. David Ben Gurion, first President of the State of Israel, ordered their capture by the Mossad. Adolf Heichmann, one of the main organizers of the transport of the Jews during the Holocaust, was captured in Argentina and brought to Jerusalem for trial.
HANNAH AT THE TRIAL Hannah Arendt was sent to the trial as a reporter for The New Yorker. Right from the start she criticized a trial that had a political nature, and whose sentence was already decided.
EICHMANN'S DEFENCE She could witness Eichmann's defence based on the idea that he was simply obeying Hitler's orders. She pointed out Eichmann's inability to think for himself.
THE BANALITY OF EVIL Hannah Arendt says that the banality of Eichmann (he was not a psychopath but a very normal person) reveals the radical nature of Evil in the Holocaust: evil drains life, personality, and thought from people, not only from victims but also from persecutors. Evil has the radical nature of a system that depersonalizes people, reducing them to impersonal puppets or gears.
Portugal – Escola Secundária Dr. Joaquim Gomes Ferreira Alves, Valadares Vila Nova de Gaia
Greece – 3 Gymnasium of Iraklion
Italy – ISTITUTO D'ISTRUZIONE SUPERIORE Martino Bassi – Seregno
Italy – LICEO CLASSICO STATALE TITO LIVIO
Romania – SCOALA GIMNAZIALA"SFANTUL VASILE",PLOIESTI