World History - Rise of Dictators

Teacher : Kathleen Peevy

Course/ Subject: World History

Date of Instruction:  May 2, 2022

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

Standard/s: 

SSWH18 Examine the major political and economic factors that shaped world societies between World War I and World War II.

c. Describe the nature of totalitarianism and the police state that existed in the Soviet Union, Germany, and Italy and how they differ from authoritarian governments. 

Learning Target: 

I can explain how the Treaty of Versailles and the Great Depression led to the rise of totalitarian dictators.

Success Criteria: 

• I can explain how fascism led to the rise of totalitarian dictators. 

Introduction/Connection: 

Pirate Prep: Unresolved Issues of the Treaty of Versailles guided reading (10 mins.)

We will discuss this as a class after students have read and answered the questions on their own

DIRECT INSTRUCTION:

• Fascism notes: definition, characteristics, examples, non-examples

• Can be done Frayer-diagram style

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  

• Informal class discussion: “Is there something in your life or something you’ve experienced that meets the criteria for fascism that we’ve taken notes on?” 

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

Collaborative

• World Leaders scramble: students get in groups of 3-4 and pick the world leader they want to investigate (Stalin, Hitler, Mussolini, Tojo, Mao, Churchill, Wilson). They will read a 1 page article to answer 4 questions about their chosen leader. [~10 minutes]

•  They have 30 seconds to find people from other groups, then they have 5 minutes to exchange information. Process will repeat as many times as necessary 

Differentiation 

• Guided reading scaffolds the critical reading process 

• Pop-up figures match a map to contextualize dictators’ locations

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

Class discussion over success criteria