Lesson Plan: The Rise of Totalitarianism in Europe and Japan the Catalyst to WWII
Lecture on Totalitarianism with guided notes
Goals and Objectives
- Students will be able to explain why there was a power vacuum in both Europe and Eastern Asia. Students will be able to identify what key factors contributed to the decline of democracy in Europe and Asia.
- Student will compare and contrast the similarities and differences between Nazi Germany, Fascist Italy and Imperial Japan.
- Student will explain the threat of fascist/totalitarian government and how they can destabilize geo-politics.
California Content Standards and Common Core
10.8 Students analyze the causes and consequences of World War II.
1. Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
2. Understand the role of appeasement, nonintervention (isolationism), and the domes tic distractions in Europe and the United States prior to the outbreak of World War II.
3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
1. Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
2. Understand the role of appeasement, nonintervention (isolationism), and the domes tic distractions in Europe and the United States prior to the outbreak of World War II.
3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
Common Core
WHST.1Write arguments focused on discipline-specific content.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
Driving Historical QUestion
How was democracy challenged in Europe in the late 1930s? How did this lead to WWII?
Introduction To lecture
Lesson will start off with a quote from Mussolini: "The truth is that man is tried of liberty." Students will discuss what was meant by Mussolini's quote and what his quote was a response to. Students will perform a think-pair-share in groups of two or three. The guided notes will be handed out to each student and time will be allotted to answer questions. Classes with a large amount of IEP and ELL students will have the notes read aloud.
Vocabulary
All vocabulary terms for this lesson can be found in the guided notes. Students will be expected to define terms during lecture. Also, the lecture will posted online students and will be expected to complete the definitions as homework. Vocabulary and notes will be turned in the proceeding class.
- Fascism
- Lebensraum
- appeasment
- Danzig
- Non Agression Pact
- Axis Powers
- city-states
- military coup
- Emperor's Imperial Army
- Provence vs state
- Emperor's Imperial Army
- trade embargo
- Rape of Nanking
- city-states
Content Delivery - Lecture
The lecture will take up about 3/4 of the block period, students will be expected to follow along with their controlled notes; the notes are constructed chronologically to the lecture. The lecture is dived up into five sections Nazi Germany, Fascist Italy, Imperial Japan, Pause and reflect questions and short video clip that drive home some key points in the lecture. The pause and reflect question will used as way to assess my students' understanding of the lecture.
Guided Notes
Lecture notes will be handed out after the inductionary think-pair-share assignment. Student will be allotted time to read over the questions and ask questions about the handout. Students will be expected to finish the majority of the notes during class time; unfinished notes will be assigned for homework. my Prezi presentation can be found on the students school loop. The lecture notes are comprised of content questions on the left and vocabulary question on the right. For class with IEP students and ELL students, notes will be read out loud as review prior to the lecture.
Lesson Closure
Students will be given time to ask questions and fill out any blanks or gaps in their guided notes. Students will be assigned an exit slip asking them to choose one of the three selected countries from the lecture and construct a quick hand drawn timeline going over their selected countries path to war. Student will be able to work in pairs and turn in a single piece of paper for full credit.
Assessment
Entry Level Assessments-
Student will be asked to think-pair-share on the Mussolini quote. Students will expected to share some of their background knowledge on totalitarianism and fascist governments. Students will be given time to review the guided notes prior to lecture.
Formative Assessments-
Through out the lecture there are Pause and Reflect questions that will give students the time to catch up on their notes and ask any questions on the lecture. Pause and Reflect questions will allow the instructor to gauge and assess the students' understanding of the content. The pace of the lecture will be determined by students' responses to the questions.
Summative Assessments-
Students will be placed into pairs and asked to choose one of the mentioned countries from the lecture and design a timeline on their country's path to war. Students will be allowed to use their notes. The timeline will be turned in by the end of class.
Student will be asked to think-pair-share on the Mussolini quote. Students will expected to share some of their background knowledge on totalitarianism and fascist governments. Students will be given time to review the guided notes prior to lecture.
Formative Assessments-
Through out the lecture there are Pause and Reflect questions that will give students the time to catch up on their notes and ask any questions on the lecture. Pause and Reflect questions will allow the instructor to gauge and assess the students' understanding of the content. The pace of the lecture will be determined by students' responses to the questions.
Summative Assessments-
Students will be placed into pairs and asked to choose one of the mentioned countries from the lecture and design a timeline on their country's path to war. Students will be allowed to use their notes. The timeline will be turned in by the end of class.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Notes and vocabulary will be read out load to the students prior to the lecture. Both the lecture and the notes have pictures and symbols that will help scaffold students understanding of the content. Also the lecture will be posted on school loop students will be able to finish notes at home or at RSP or ELL homeroom. IEP instructors and ELL instructors will be handed a teacher copy of the guided notes.
Resources
You tube- Great Britain Prime minister
You tube- World at War
Youtube- Rape of Nanking
World History textbook
Prezi Presentation
You tube- World at War
Youtube- Rape of Nanking
World History textbook
Prezi Presentation