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EDU1150 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 EDU1150 Emina Muminovic *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 EDU1150 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 EDU1150 Emina Muminovic “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 InputTeacher 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 EDU1150 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 EDU1150 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.