Rise of Fascism and Nationalism (2 Day Lesson)
10.8.1: Students analyze the causes and consequences of World War II.
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.
Goals & Objectives
Goal: Enable students to examine, compare and contrast German, Italian, and Japanese expansion in the 1930s.
Objectives: Students will make use of a KWL chart prior to the beginning of the lesson, particularly columns 1 and 2 (they will be asked to complete section 3 at the end of day 2). Students will then identify the characteristics of a fascist government with the use of a handout.
Objectives: Students will make use of a KWL chart prior to the beginning of the lesson, particularly columns 1 and 2 (they will be asked to complete section 3 at the end of day 2). Students will then identify the characteristics of a fascist government with the use of a handout.
Vocabulary
Fascism, Nazism, Mein Kampf, Totalitarianism, Nationalism.
Background Acquisition
In a previous unit we discussed the events that occurred following the Great War. Recall that President Wilson attempted to keep world peace by creating his Fourteen Points and creating the League of Nations for the rest of the world. Also, remember that the Treaty of Versailles was signed between Germany and the Allied powers on June 28, 1919.
· What did President Wilson attempt to do with his 14 Points?
· What was the League of Nations and what did it offer to other countries?
· How did the Treaty of Versailles affect the future of Germany?
· What did President Wilson attempt to do with his 14 Points?
· What was the League of Nations and what did it offer to other countries?
· How did the Treaty of Versailles affect the future of Germany?
Anticipatory Activity
I will hand students a KWL chart and they will be asked the following questions prior to our lesson.
I will ask students to create three columns on a sheet of paper:
Column 1: What do you Know about the topic?
· One question that often emerges is how to address misconceptions students’ share. Sometimes it is appropriate to correct false information at this point in the process. Other times, you might want to leave the misconceptions so that students can correct them on their own as they learn new material.
Column 2: What do you Want to know? (Who? What? Where? When? Why? How?)
· For future lessons, allow students’ questions are used to direct the course of study. As students’ share what they want to learn, this step provides an opportunity for teachers to present what they hope students will learn in the unit.
Column 3: What did you Learn? (THIS PORTION WILL BE FILLED AT THE END OF THE LESSON)
Ask students to record what they have learned, they can review the questions in column 2, checking off any questions that the can now answer. They can also add new questions. Students should also review column one so they can identify any misconceptions they may have held before beginning the unit.
I will ask students to create three columns on a sheet of paper:
Column 1: What do you Know about the topic?
· One question that often emerges is how to address misconceptions students’ share. Sometimes it is appropriate to correct false information at this point in the process. Other times, you might want to leave the misconceptions so that students can correct them on their own as they learn new material.
Column 2: What do you Want to know? (Who? What? Where? When? Why? How?)
· For future lessons, allow students’ questions are used to direct the course of study. As students’ share what they want to learn, this step provides an opportunity for teachers to present what they hope students will learn in the unit.
Column 3: What did you Learn? (THIS PORTION WILL BE FILLED AT THE END OF THE LESSON)
Ask students to record what they have learned, they can review the questions in column 2, checking off any questions that the can now answer. They can also add new questions. Students should also review column one so they can identify any misconceptions they may have held before beginning the unit.
Lecture/Power Point
Lesson Closure
Students will be given a handout in which they will be required to identify the characteristics of a fascist government. They will highlight/underline each critical attribute. If it is not an example of fascism, the students must write why it is not. This will be there ticket out the door.
S.N., ELs, Struggling Readers
I will make my notes available to all students as well as the KWL chart.
Mr. Jimenez's Notes
These are the notes I use to teach the students while in class and any additional handouts that accompany the lesson. I have made them available so that you may use as a study and review guide.
10.8.1_notes.docx | |
File Size: | 169 kb |
File Type: | docx |
kwl.gif | |
File Size: | 4 kb |
File Type: | gif |