Totalitarianism, Propaganda, Fascism, Dictator, appeasement, Nazism, Joseph Stalin, Benito Mussolini, Adolf Hitler, Hideki Tojo, dictatorship
Tasks For Lesson
Engage—What tasks will “hook” students and uncover what they know and think about the concept?
Students will hold class election and the class leader can choose one assignment a week to exempt. The leader will have the title Supreme Ruler. Give students a few minutes to nominate a leader. Then pass out ballots with only the teachers name on it. When students question it tell them the Supreme Leader will not be questioned or they will be removed and everyone must vote.
Discuss the election: Was it democratic? What type of government do you think holds similar types of election?
Rise of Totalitarianism in Europe Jigsaw-Divide class into groups and assign them one of the following countries: Russia, Germany, Italy, and Japan. Using Ipads they will find the answers to the following questions: Who is the leader of the totalitarian regime? What is the name of the party? What are the party’s/leader’s major beliefs? Why did citizens support these regimes? What tactics did they use to gain power? What tactics did they use to maintain power?
Class will discuss what students discovered in research and what allowed the climate for the rise of Totalitarian governments. The teacher and class will discuss (review) what actions were taking to avoid war such as League of Nations (1919), Washington Naval Conference (1922), Dawes Plan (1924), Locarno Treaties (1925), Kellogg‐Briand Pact (1928), Appeasement (1930’s)
Elaborate—What experimental inquiry, investigative projects, problem solving, and decision-making tasks will help students apply their new labels, definitions, explanations, and skills?
Each group will be given a one-page summary on the actions taken to avoid war. Each group will read their summary and draw a political cartoon to illustrate their topic using the following questions as a starting point: following questions as a starting point: What is the main idea that you’re trying to convey to your audience?, What people (if any) should be included in your cartoon?, What symbols (if any) should be included in your cartoon? ,What do you think your classmates should learn about your topic?
Cartoons will be posted around the room with a member of the group staying with the cartoon to explain it.
Evaluate—What formative assessments will ensure that learning is occurring?
Students will walk around the class analyzing the cartoons and writing about the symbols in the cartoon, people, objects, and what they represent. The member of the group who drew the cartoon will explain cartoon (if necessary) after the group analyzes it. Once each group has viewed all the cartoons the class will discuss what they learned about totalalarism, actions taken to prevent another war, and why they were not successful.
Differentiation—What tasks will challenge students and support those who need additional help?
Political cartoons are often difficult for students but by placing them in groups with guiding questions they will be able to create one and by having one member explain the cartoon all students will understand the actions taken to avoid war.