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Grade 10 World History Model Lesson 4 The Rise of Totalitarianism Day One Hook Exercise Current/Past Dictators(?) Chart Background Reading: Characteristics of Totalitarian Regimes Background Reading: The Ascent of the Dictators Day One: Hook Exercise Five Freedoms Students Have Five Freedoms Reasons for the Restricted at Restrictions School 1. 1. 1. Make between authoritarian 2. the distinction 2. 2. and totalitarian. 3. 3. 3. •What does a school 4. kind of governance 4. 4. have? •What a school to move 5. actions would5.have to occur for 5. from authoritarian to totalitarian? Current/Past Dictators (?) Chart: Student Handout 1 Consider the list of current and past leaders. Check those that you believe are dictators and write the reasons for your choices. Current/Past Dictators (?) Chart: Student Handout 1 Were these leaders elected? How did they come to power? How do they show or demonstrate their power? What means would be needed to remove these people from power? How much voice do the people have in this government? Are individual rights restricted in these regimes? If so, which ones are limited and why are they restricted? Current/Past Dictators (?) Chart: Student Handout 1 Record your criteria for a dictator at the bottom of Student Handout 1. Background Reading: Document 1 Read Document 1, The Criteria of Totalitarian Regimes. Say-Mean-Matter: Student Handout 2 After reading Document 1, complete Student Handout 2 What does it say? What does it mean? Read the definition and underline important phrases. Put the definition into your own words. Why does it matter? Explain why it matters to totalitarian states. Compare Student Criteria to the Criteria in Document 1 Consider the class created criteria. Compare it with the information in Document 1. Reach consensus about the criteria for a totalitarian regime and record the information at the bottom of Student Handout 1. Background Reading: Document 2 Read Document 2, The Ascent of the Dictators Underline or highlight phrases already identified in Document 1 which relate to totalitarian states and/or dictators. Compare to the underlined/highlighted sections to the consensus criteria at the bottom of Student Handout 1. Homework Consider Document 1, Document 2, and the Criteria Chart. Write a brief response to the following: What three criteria do you believe are most important to the establishment of a totalitarian regime? Be certain to justify your choices. Day 2 Homework Check Background Reading: Aggressive Foreign Policy Document Analysis Posters Photographs Maps Homework Check Share your responses with the class when called on by the teacher. Background Reading: Document 3 Divide into groups of 4 Read Document 3, Aggressive Foreign Policy. Underline or highlight key phrases that reflect aggressive foreign policies of totalitarian states. Complete Student Handout 3. Background Reading: Documents 2 and 3 Using Documents 2 and 3 Students are to complete Student Handout 3. Document Analysis: Nazi Propaganda Poster What are the main colors used in the poster? Why do you think these colors were chosen? What symbols (if any) are used in the poster and what do they mean? Are the messages in the poster primarily visual, verbal, or both? Who do you think is the intended audience for the poster? What government purpose is served by the poster? Which of the eight criteria of totalitarian regimes are represented in the poster? Do you have any other questions about the poster? Document Analysis: Photographs and Maps Divide into groups of four and study Documents 4 – 6 (Photographs) and complete the appropriate section of Student Handout 5. In the same groups of four and study Documents 7 – 9 (Maps) and complete the appropriate section of Student Handout 5. Document 4 Document 5 Document 6 Document Analysis: Photographs, Drawing Connections What in the photographs supports the criteria of totalitarian regimes? What is one thing that you can infer from the photographs? What is one thing that these photographs have in common? Document 7 Document 8 Document 9 Document Analysis: Maps, Drawing Connections What are the key facts illustrated in the maps? What is one thing that the maps have in common? Homework Read your textbook and complete the timeline. Glencoe, pp. 472 – 473 and 474 – 476. Prentice Hall pp. 334 – 338 and 440 – 442. Day Three Homework Check Quickwrite Document Analysis: Political Cartoons Document Review Evidence and Organization Homework Check Review Student Handout 6 Quickwrite Write a response to the following: Choose one of the three totalitarian dictators and briefly describe his rise to power. Document Analysis: Political Cartoons In the same groups of four that you were in yesterday, study Documents 10 – 12 (Political Cartoons) and complete the appropriate section of Student Handout 5. Document 10 Document 11 Document 12 Document Analysis: Political Cartoons, Drawing Connections What are the key facts illustrated in the political cartoons? What is one thing that the political cartoons have in common? Explain the message of the political cartoons in your own words. Evidence and Organization With a partner, use Documents 1 – 3, Student Handouts 5 and 6, and your textbook to complete Student Handout 7 Homework Continue to work on Student Handout 7. Day Four Evidence and Organization The Writing Task Prewriting Evidence and Organization Continue to work on Student Handout 7 until finished. The Writing Task: Student Handout 8 Read the writing assignment. Review the prompt and task structure. Consider vocabulary to be included in your essay. Prewriting: Student Handout 9 Formulate your thoughts using the Writing Graphic Organizer. Day Five Writing Reflection Writing: Student Handout 8 Use your completed Student Handout 9 and lesson materials and write your essay in response to the prompt. Reflection What did you learn? What did you find challenging? Which sources were most convincing? Why? What questions do you still have?