Download Grade 10 World History Model Lesson 4

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?