Download Emina Muminovic - Individual Lesson Plan - History-Fall2010--UJ-AM

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Emina Muminovic
Course: CHY4C - The West and the World
Grade 12 College
Total Time: 1 Period, approximately 75 minutes
Lesson: Mussolini, Hitler, and the Rise of Fascism
Key Learning, “Big Idea”
 Students will understand that not all individuals responded in the same way during the event because
everyone was affected differently. Thus, various groups of individuals had distinct perspectives and
reactions to Fascism
 Students must recognize and understand how a historical event can foster various perspectives in
society and how this in turn can marginalize or undermine other voices and perspectives
 The key learning, or majority of the lesson, will focus on the consideration of how certain narratives of
people and groups have been de-emphasized or overlooked in the textbook
 Goal: Is for students to develop important critical thinking skills and perspective-taking skills which
will be developed slowly over a period of time that will effectively lead up to the skills necessary to
achieve the summative portion of the unit
Enduring Understandings
Dimension of Historical
Thinking
*Students will understand that
textbooks (and other sources)
contain a certain degree of
bias
*Students will understand that
history has been written and
interpreted in ways that
privilege certain voices and
perspectives while
marginalizing others
*Historical PerspectiveTaking Skills (How did
the people of the time
perceive an event? What
was it really like to live in
this period?)
Habit of Mind
*Fair-minded
Critical
Thinking
Vocabulary
*Bias
Overall and Specific
Curriculum
Expectations
*Assess various types of
interactions that have
occurred among diverse
peoples and cultures,
and the impact of these
interactions, since the
sixteenth century
*Evaluate the credibility
of sources and
information
*Analyse historical
events and issues from
the perspectives of
different participants in
those events and issues
Thinking Strategies
*Reading Comprehension as
Thinking  clarify purpose
for reading, activate prior
knowledge, make predictions
about the text
Connection to Summative Task
*For the summative, students will be
expected to rewrite selected passages
of the textbook from another
perspective other than the perspective
of the dominant  this lesson will be
effective for taking a look at historicalperspective taking skills and potential
bias that will give a richer and more
complete picture of the past with the
integration of multiple perspectives.
Students will be introduced to various
groups within that historical time
frame at the peak of Fascism that they
will need to research on for the
summative.
Background
Knowledge and Skills
*General
understanding of the
conditions in Europe
after WWI
*General
Criteria for Judgment
* Criteria for “biased”
Reliability which
“version” of the text offers
the more plausible
explanation of who was
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*During – and after-reading
strategies
*Graphic organizers (mind
map)
understanding of the
nature of different
political positions (and
countries)
*Evaluating a source
*Familiarity with
visual tools
responsible and involved in Fascist acts
Whether or not these acts
were justifiable
Prejudice against certain
groups that influences
conclusions
Lack of sufficient evidence
to describe a historical event
Critical Challenge:
- To what extent does this textbook provide a biased viewpoint of Fascism and the influence of the
parties involved in shaping the course of history?  Critique the Piece
Lesson in Action
Elements of the Lesson
+ Time Frame
Objectives and Purpose
Description
Write agenda on the blackboard.
Materials + Rationale
 Blackboard and chalk
*Article introducing bias viewpoints in a text
(Objective vs. Subjective)
*Overview of Fascism
*Mind mapping + Debate
*Apply skills in a paragraph
Anticipatory Set
(20 minutes)
 Critical challenge in a parallel context 
distribute a copy of a chapter from Sociology
responds to fascism to students  Chapter 6,
“Sociologists, Sociographers, and ‘Liberals’” 
pgs.151-162
 Read the brief chapters out loud and clarify any
confusing terminology (ex: sociology,
sociologists, sociographers, liberals, etc.)
 Ask students verbally what their thoughts and
feelings are on the piece and why they feel this
way
 Ask students, based on the article, what they
think “Fascism” means write answers on the
board then develop a solidified definition with
them (ex: an ideology or movement where there
is a government system led by a dictator having
complete control over the nation, suppressing
any opposition or criticism by all other civilians)
 Teacher lecture (5minutes)  give historical
context with parties involved in fascism in
Italy with Mussolini, in Germany with Hitler,
etc.
 Blackboard and chalk
 Copy of a chapter from Sociology
responds to fascism  Chapter 6,
“Sociologists, Sociographers, and
‘Liberals’”
 Document 1
Purpose
*Introduce students to the critical challenge
 Critique the Piece
*Familiarize students with the term
“fascism” and “biased viewpoint” in a
parallel context
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Emina Muminovic
 Ask students whose opinions and viewpoints are
being presented in the article in regards to
Fascism (ex: both citizens and participants in the
political life of their countries liberals, state
organizations, Tarsadalomtudonamy civilian
group, Hungarian populists, etc.)  ask students
to verbally state points of each party or group
member
 Introduce the critical challenge, write question
on the board  “To what extent does this
source provide a biased viewpoint of Fascism
and the influence of the parties involved in
shaping the course of history?”
 Now ask them when considering particular
events that have shaped history, for instance
Fascism, will one source, such as the textbook,
provide all of the information one needs to
analyse that particular event?
 Distribute Document 1  appendix  they are
to fill this out individually
 Develop criteria of what a biased viewpoint
means (ex: prejudice in favour of a particular
party or person, making a decision based on
personal feelings rather than objectively,
subjectivity vs. objectivity, etc.  refer to
Document 1 in appendix)
 By this point Fascism + criteria for a biased
viewpoint will be discussed (written on the
board or recorded in Document 1)
Modelling
(15 minutes)
- Give students 10 minutes to individually reread the text and pick one of the group members
we have already talked about previously and to
write down that particular party’s viewpoints on
the subject of Fascism in Europe (jot down as
many ideas as possible) During-Reading
strategy by extracting key ideas and examples
from the text (underlining, highlighting, etc.)
- Post-Reading Strategy mind map centered
around their particular group/viewpoint that they
will examine
- Modeling teacher prompt example prior to
re-reading the text  Hungarian populists
encountered fascism largely as citizens
students, journalists, writers, “rightist” student
groups, adopted idea that traditional
conservative, liberal + socialist ideas were
unable to provide answers to social + political
problems believed social “reality” of the
 Blackboard and chalk  mind map
example of Hungarian populists
Purpose
*Modelling a during and post-reading
strategy  underlining, highlighting + form
a mind map
*Students will apply similar skills in their
independent practice near the end  which
will involve taking on a particular viewpoint
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“peasantry” needed to be “discovered” 
students would have given these examples,
teacher writes on the board in the form of a mind
map
De-briefing + Input
(10 minutes)
 Debriefing Once students have re-read the
short chapter, further expand on the content of
the chapter itself, reveal that the chapter presents
various viewpoints on Fascist history and the
parties involved  some are presented in more
depth than others  what implications does this
have for the event? Ask them verbally what
does it mean to represent one particular group
more so than another?
Purpose
*Teacher-facilitation through discussion and
lecture to provide students with the
necessary context when evaluating sources
and the textbook
*Will emphasize enduring understanding
where students will understand that history
has been written and interpreted in ways
where some sources privilege certain voices
and perspectives while marginalizing others
 InputTeacher thoroughly explains how
sometimes certain information that is presented
can produce a biased viewpoint for the reader (as
with the groups mentioned above) therefore, it
is important for us to recognize bias in the texts
we read in order to fair-mindedly evaluate the
credibility of the source in relation to its
discussion of a particular historical event
 Verbally emphasize how the various groups
mentioned above viewed one another and their
different outlook on fascist history as they
experienced it how they reacted to it and to
one another  relate it to how historians can
develop a bias based on this and their
interpretation of historical events
 Highlight how we will be applying these skills
as we further examine various perspectives of
Fascism
Check for
Understanding
+ Brief Modelling
(10 minutes)
*Once the students have developed their mind maps
(which the teacher would have, during that time,
monitored the room and answered any questions the
students had, ensuring all students completed the
assigned task), and after the brief teacher-facilitated
discussion, ask students to take 2 minutes to pick a
partner and to respectfully debate (more so in the
form of a Think-Pair-Share strategy) their
political groups
Critical Question: Is your particular party or group
member’s account of history bias or unbiased? 
write this question on the board
*Teacher will call on each class member, after they
have had time to think and discuss with their
partners, to stand up and in 15 seconds verbally list
why their particular group member or party is
Purpose
*Posing a question to the pairs, allowing
them time to think, then calling on class
members to recall information and skills they
have adapted
*This process focuses everyone on the
generation of a critical answer and develops
student readiness in the affirmation or
challenge of the question presented
*During this time the teacher is able to check
whether or not students understand the
differences between objectivity +
subjectivity (parallel to mental set
Document 1 sheet)
*Observation and interpretation of student
reactions  immediate feedback if and when
necessary
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Emina Muminovic
biased/unbiased in the text
*Teacher prompt teacher will stand up, state
his/her party (ex: Hungarian populists (same
example as before) NOT biased because not at all
influenced by personal feelings or experiences when
representing facts in the political spectrum, beliefs
influenced by social reality around them  they
were mostly middle-class individuals, and yet talked
about “peasantry” situation not based on personal
experience but rather a look at society as a whole
Guided Practice in
Groups + Check For
Understanding
(15 minutes)
*Students will get into groups of four, and read the
section of the textbook that describes the rise of
Fascism in Europe (mostly represents rise of
Fascism in Italy with Mussolini and in Germany
with Hitler)
*They are to each take turns rotating in reading the
passages that pertain to Fascism in “The West and
the World” and are to create a mind map on a chart
of paper with the term “Fascism” labelled in the
middle EACH student is to pick their own colour
of marker and to contribute to the chart paper
they are to, as a group, write down the parties
involved and their particular ideologies based on the
historical time period
Then, as a group, they must decide whether or not
the textbook, based on the representation of the
groups involved, accurately presented “Fascist
History”  yes/no? And why?
*Each student must present their particular section
(coloured marker section) to the class on their
findings and then one representative can state why
their group believed that the section was
accurately/inaccurately presented
* “The West and the World” Textbook
* Charter paper and markers
Independent Practice
 to be done at home
for homework
 Post-reading strategy  Written Paragraph
 Students will write a paragraph (approximately a
page, double spaced) assessing the level of bias
in the sections they have previously read in the
textbook; however, because they have assessed,
as a group, the overall level of bias in the
sections, they are to pick a particular group
this time that is presented in the sections read
and to focus their argument on whether or not
bias is presented on those particular groups
 Questions to consider what information is
presented in relation to the groups? Whose
opinion is being represented?
Objective/subjective viewpoints? Lack of
information anywhere? Etc.
 This will be handed in the next day for
*“The West and the World” Textbook
Purpose
*To allow students to collaboratively work
together  safety and accountability
*Mixed-ability grouping that may aid
weaker students in clarification of key ideas
and concepts within the textbook
*To assess the overall level of bias in the
sections read in the textbook, as a group
Purpose
*To consolidate their overall understanding
of the material
*Scaffolding for the summative component
where they will have to write a paragraph
that critically examines how a particular
viewpoint is being presented within the
textbook
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Emina Muminovic
formative assessment
Debrief + Closure
(5 minutes)
*Remind students that they have developed the
criteria for what a bias viewpoint is and how it can
be detected when examining a source or document
*Analysed the historical context of fascism itself
and the parties/countries involved and their
reactions
*Determined the level of bias in “The West and the
World” textbook that pertains to those particular
sections describing the parties and how to evaluate
with fair-mindedness
*Tell them the skills they have developed today will
be crucial for the summative assignment, the
“alternative booklet” (which would have been
introduced briefly in the first lesson the unit, so they
would be familiarized with it by this point in time)
Resources
 Turner, Stephen. Sociology responds to fascism. New York: Routledge, 1992. Print.
 Textbook: “The West and the World”
Appendix
**Document 1**
What exactly is Bias?
1. Define what it means to be bias towards a person or idea.
2. Which of these phrases would be used when a person is biased against a person?
a) Tiffany likes the colours yellow and blue.
b) Tiffany does not like fruit, especially bananas.
c) Tiffany enjoys shopping with her friends and family.
d) Tiffany has a strange taste for disgusting things, such as peanuts and almonds.
Describe why you chose that answer.
3. Why is it important to understand bias when reading a particular text or document?
4. Look at the following definitions:
 Objective: not influenced by personal feelings in considering and representing facts.
 Subjective: based on or influenced by personal experiences, feelings, or taste.
5. Label the following sentences as either TRUE or FALSE.
_________It is impossible to have an objective viewpoint on any given topic or subject matter.
_________When writing an essay, I should include both subjective and objective arguments.
_________A factual source is always objective.
_________It is wrong to be subjective; I should have objective ideas about everything.