1. …THINK about your answers to the questions.
Task on Entry
Look at source G and…
…THINK about your answers to the questions.
What is the value of source G to a historian studying US-Cuban relations, ?
What are the limitations of source G to a historian studying US-Cuban relations, ?
“Attributes such as murderer, hangman or butcher, applied to Kruschev on placards and press articles, sounded well-nigh respectable in comparison with the outpourings of hate that any public mention of Castro’s name provoked. Whereas, the previous year, he had been wildly cheered for five whole days in New York, he was now reviled as a hairy rat, a hobo and ravisher of young girls, whose greatest pleasure was to hold a knife to any American’s bare throat. “
Source G: An extract from an article by the chief correspondent of the German newspaper, Suddeutsche Zeitung, about Castro’s visit to New York City in 1960.

2. PAIR… and discuss your responses with the person next to you.
Task on Entry
PAIR… and discuss your responses with the person next to you.
What is the value of source G to a historian studying US-Cuban relations, ?
What are the limitations of source G to a historian studying US-Cuban relations, ?
“Attributes such as murderer, hangman or butcher, applied to Kruschev on placards and press articles, sounded well-nigh respectable in comparison with the outpourings of hate that any public mention of Castro’s name provoked. Whereas, the previous year, he had been wildly cheered for five whole days in New York, he was now reviled as a hairy rat, a hobo and ravisher of young girls, whose greatest pleasure was to hold a knife to any American’s bare throat. “
Source G: An extract from an article by the chief correspondent of the German newspaper, Suddeutsche Zeitung, about Castro’s visit to New York City in 1960.

3. SHARE...your responses with your group or the class.
Task on Entry
SHARE...your responses with your group or the class.
What is the value of source G to a historian studying US-Cuban relations, ?
What are the limitations of source G to a historian studying US-Cuban relations, ?
“Attributes such as murderer, hangman or butcher, applied to Kruschev on placards and press articles, sounded well-nigh respectable in comparison with the outpourings of hate that any public mention of Castro’s name provoked. Whereas, the previous year, he had been wildly cheered for five whole days in New York, he was now reviled as a hairy rat, a hobo and ravisher of young girls, whose greatest pleasure was to hold a knife to any American’s bare throat. “
Source G: An extract from an article by the chief correspondent of the German newspaper, Suddeutsche Zeitung, about Castro’s visit to New York City in 1960.

4. Eisenhower, Cuba and Castro, 1959-1961.
Communicator
Balanced
Learning Objective:
To know the main factors that contributed to deterioration of US-Cuban relations during the Eisenhower administration.
To improve your analytical and comparative essay writing.
KEY TERMS:
nationalised nationalization
embargo
thesis
Learning Outcomes:
Grade 6/7
You can evaluate which factors were most significant in the success of the Cuban Revolution
Grade 4
You can describe the factors that contributed to the deterioration of US-Cuban relations,
Grade 5
You can explain and compare the significance of each factor in causing the deterioration of US-Cuban relations.

5. Activate: When and why did US-Cuban hostility develop?
Eisenhower, Cuba and Castro,
Activate: When and why did US-Cuban hostility develop?
INSTRUCTIONS: Summarise the key factors that contributed to the deterioration of US-Cuban relations,
Read p
Create a set of summary notes on the deterioration of US-Cuban relations. p. 154 is a good starting point.
Think about how you will record
your research.
You may want to create a spider diagram,
a mind map, double bubble diagrams, bullet-point/Cornell Method notes.
Need a little help? Use these guides.
Mind Maps
Bullet point/Cornell Method notes
Other ways of recording research

6. Demonstrate Activity - Consensus
You are going to consider the answer to a key question.
For the first 5 minutes you work on your own. You write your comments in your corner of the sugar paper.
After 5 minutes you try to reach a consensus about your answer to the question. Any points you agree on you write in the circle in the middle.
5 minutes to write your answers in a corner
You will need large pieces of sugar paper per group and a circle drawn in the middle of each.
Then, discuss you points and write anything you agree on in the circle.

7. Demonstrate Activity - Consensus
What were the most significant factors in the deterioration of US-Cuban relations between 1959 and 1961? Explain your answer.
To what extent is one set of factors more significant?
What links exist between the factors?
How far did Eisenhower's indifference to Cuba contribute to
the deterioration of US-Cuban relations ?
What could the USA and Eisenhower have done differently to
avoid the deterioration of US-Cuban relations?
5 minutes to write your answers in a corner

8. Demonstrate Activity - Consensus
What were the most significant factors in the deterioration of US-Cuban relations between 1959 and 1961? Explain your answer.
To what extent is one set of factors more significant?
What links exist between the factors?
How far did Eisenhower's indifference to Cuba contribute to
the deterioration of US-Cuban relations ?
What could the USA and Eisenhower have done differently to
avoid the deterioration of US-Cuban relations?
Discuss your answers and write points you agree on in the circle.

9. Eisenhower, Cuba and Castro, 1959-1961.
Communicator
Balanced
Learning Objective:
To know the main factors that contributed to deterioration of US-Cuban relations during the Eisenhower administration.
To improve your analytical and comparative essay writing.
KEY TERMS:
nationalised nationalization
embargo
thesis
Learning Outcomes:
Grade 6/7
You can evaluate which factors were most significant in the success of the Cuban Revolution
Grade 4
You can describe the factors that contributed to the deterioration of US-Cuban relations,
Grade 5
You can explain and compare the significance of each factor in causing the deterioration of US-Cuban relations.

10. History Command Terms Compare Contrast Evaluate Discuss Examine
A key to success is understanding the question. IB History questions use key terms and phrases known as command terms. Common command terms are listed on the next slide with a brief description of each.
Compare
Contrast
Evaluate
Discuss
Examine
To what extent

11. History Command Terms
Compare
Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.
Compare & contrast
Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.
Contrast
Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout.
Discuss
Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.
Evaluate
Make an appraisal by weighing up the strengths and limitations.
Examine
Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.
To what extent
Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.
Discuss with student what the question is asking them
See page 10 of your IB History Course Guide for Students. This should be in the front of your folder.

12. History Essay – Analytical Paragraphs
Essay Title: Evaluate the impact of guerilla warfare during the Cuban Revolution,
ACTIVATE: 1. Read the introduction.
2. Use a number of colours to create a key.
3. Use the key to highlight where each part appears in the answer.
4. Identify the strengths and improvement areas for the introduction.

13. History Essay – Analytical Paragraphs
Essay Title: Evaluate the impact of guerilla warfare during the Cuban Revolution,
DEMONSTRATE: Choose one of the factors identified in the sample introduction.
Write an analytical paragraph using that factor.
Point / Opening sentence
1-2 sentences that outline the main point or points of the paragraph. This MUST link to the essay question directly.
Examples
Use your contextual knowledge to give examples that support your opening sentence.
Explanation of examples
What do your specific examples mean? Expand your examples by providing additional detail.
Critical analysis
How do your examples prove your main point from the opening sentence? Why are these examples important?
Conclusion
Sum up the main arguments of your paragraph. Make sure these link back to the overall essay question.

14. What would your recipe be for an evaluate question?
IB History Masterchef!
What would your recipe be for an evaluate question?
How will you remind yourself the steps you need to take to get full marks?