Supporting Question(s): What was the treaty of Versailles? What were the negative consequences of the treaty? (Day 1 and 2)

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1 Day 1 Stage 1-Focus of Learning Segment Established Goal/Standard: ODE World History Content Statement 15.) Students will be able to explain how the consequences of World War I and its aftermath lead to the Russian Revolution, Totalitarian governments, and events leading up to World War II. (Day 1-3). Compelling Question: What were the conditions following World War One that allowed Hitler to gain power in Germany and how did they directly result in the Second World War? Supporting Question(s): What was the treaty of Versailles? What were the negative consequences of the treaty? (Day 1 and 2) What is totalitarianism and in what circumstances do these types of government typically arise? (Day 1 and 2) Students will know. Objectives that address the facts, formulas, and basic concepts The consequences of World War I and the worldwide economic depression set the stage for the rise of totalitarianism in both Germany and Italy Students will be able to Objectives that address higher level skills, performance skills, application, processes 1.) From the material provided, evaluate at least two ways in which the Treaty of Versailles damaged Germany 2.) From the notes provided, define totalitarianism, identify where totalitarianism rose to prominence, and consider what consequences this type of government may have within the country and on global politics. 3.) analyze cause, effect, sequence and correlation of historical events, including multiple causations and long and short term causal relations. (c3) Vocabulary List the essential vocabulary here. Totalitarianism Political Social Economic Additional Academic Language Demand(s) What are you addressing? Label as function, syntax, and/or discourse? Evaluate- function Discourse- making connections between the current material (totalitarianism) and old units (examples) and being able to articulate that in conversation

2 Being able to express causal relationships through conversation. Stage 2-Assessment Evidence Gathered in Learning Segment Informal Discussion/Questioning- From the material provided, evaluate how the Treaty of Versailles changed Germany politically, socially, and economically. (day 1) Formal Graphic Organizer(Day 1) From the material provided, evaluate how the Treaty of Versailles changed Germany politically, socially, and economically. (day 1) From the notes provided, define totalitarianism, identify where totalitarianism rose to prominence, and consider what consequences this type of government may have within the country and on global politics. (Day 1) Note Check (day 1) - how the Treaty of Versailles changed Germany politically, socially, and economically. (day 1) - define totalitarianism, identify where totalitarianism rose to prominence Daily History (day 1))- Name at least two negative impacts that the treaty of Versailles had on Germany following WWI Stage 3-Learning Plan

3 Time Allotments 10 min. Learning Activities: (for all discussion, name cards will be available to facilitate discussion if there are no volunteers) Introduction/Purpose: Upon entering the classroom, the objectives for the day will be written on the board along with direction to pick up both a flow chart and a daily history for the week. Students will be asked to get out the notes that they should have taken on the online lecture that was assigned for homework the previous night (self paced lectures on the treaty of Versailles and Germany) so that as the students answer their daily history question, the teacher can come around and record whether or not the assignment was completed. Notes are printed copies of the powerpoint slides with lines added to take additional notes from the Khan Academy lectures and in class discussion. Discuss the daily history question as a class, ensuring that all possible answers are covered so that all students have the opportunity to get the correct answer (Two negative impacts of the treaty of Versailles). Ask for volunteers or call on students, ensuring students on IEP and ESL students have an opportunity to speak. Ask for any questions so that students have the opportunity to fill any gaps in their understanding. Recap with the class that they have just finished the unit on World War One and the fallout from that war will play a large role in causing the Second World War. Today the class will be looking at two of the specific events that would eventually lead to the Second World War (read the objectives for the day: Treaty of Versailles and Totalitarianism) Make the purpose/objective/reason for learning explicitly clear. Hook: Who s heard of Hitler? Before we can get into what Hitler did and what impact he had on the world, we need to understand how he came to power. To do that, we need to look at what the government of Germany was like before the rise of Hitler. 11 min. 10 minutes Play video on the Weimar Republic and the rise of Hitler- encourage students to look for pros of this government, but also look for potential weaknesses that would allow a charismatic figure like Hitler to rise to power Modeling: Ask the class what the good things that they noticed about the Weimar Republic. Ask them about the potential weaknesses that could give rise to Hitler. Expand on students answers, modelling the thinking process that they should be going through to reach a deeper understanding of the flaws of the Weimar republic and why it was so impactful to world history. Be sure to note what material from the discussion that the students should add to their

4 notes. Be sure to tell the students specifically what they need to write and what is just background information. 13 minutes Guided Practice: Ask students to pull out their flow chart that they received at the beginning of class. Ask students to connect the Treaty of Versailles to the problems that the Weimar Republic faced in Germany. Agree on one solid reason why the Weimar Republic was a weak government and have students write that in the weak democracies box of their graphic organizer. Follow by asking the students to define totalitarianism. Break down the word so that the students understand that it means total control. Tell students that they should write down a definition for totalitarianism in their notes. Ask students to make links to other leaders that we have discussed in the class up to this point (absolute rulers, Robespierre, Napoleon, etc.) What were the bad parts of totalitarian leaders in past units? Have students add a list of negative aspects and an example of a totalitarian leader to their notes Why might the Weimar Republic be susceptible/vulnerable to a totalitarian leader like Hitler? What are the possible comparisons to other weak democracies that fell victim to totalitarian rulers? Closure: Ask the class to give two reasons why the Treaty of Versailles had a negative impact on Germany. (verbal exit ticket) 3 minutes Ask the class to give a definition of totalitarianism. (verbal exit ticket) Ask the class to give one possible way that a totalitarian government can be harmful to the people and to the world. (verbal exit ticket) Tomorrow we will be expanding on the flaws of the Weimar republic and will look at one more reason for why Hitler was able to rise to power, then look at Fascism, a particular kind of totalitarianism that came to prominence in Germany and Italy. To do that, students will need to watch the Khan lectures, Fascism and Mussolini and the Initial rise of Hitler and the Nazis and complete the notes that correspond with the video. Solidify learning. Connect knowledge, skills, and understanding. What will students be doing?

5 Day 2 Grade level and subject area: 9 th Grade World History Stage 1-Focus of Learning Segment Established Goal/Standard: ODE World History Content Statement 15.) Students will be able to explain how the consequences of World War I and its aftermath lead to the Russian Revolution, Totalitarian governments, and events leading up to World War II. (Day 1-3) Compelling Question: What were the conditions following World War One that allowed Hitler to gain power in Germany and how did they directly result in the Second World War? Supporting Question(s): How was the great depression a global event, what were its effects on Germany, and how did it impact the events leading up to World War 2? What is totalitarianism and in what circumstances do these types of government typically arise? Students will know. Objectives that address the facts, formulas, and basic concepts In the aftermath of WWI the Weimar Republic was a weak government that was facing a financial crisis, which paved the way for the rise of Hitler The Great Depression affected, not just the United States, but the entire world The rise of fascism can be directly linked to the failures of the Weimar republic and the League of Nations, as well as the global economic crisis Vocabulary List the essential vocabulary here. Fascism Inflation Unemployment Production Students will be able to Objectives that address higher level skills, performance skills, application, processes 1.) Connect the economic consequences of WWI to the rise of totalitarianism in Germany and Italy. 2.) Identify the weaknesses of the League of Nations that allowed for the rise of totalitarian regimes in Germany and Italy 3.) analyze cause, effect, sequence and correlation of historical events, including multiple causations and long and short term causal relations. (c3) 4.) Use appropriate data to evaluate the state of employment, unemployment, inflation, total production in the economy (c3) Additional Academic Language Demand(s) What are you addressing? Label as function, syntax, and/or discourse? Analyze- language function Connect- Language Function Identify- Language Function

6 Informal Evaluate- Language Function Discourse- Describe causal relationships between economic turmoil and rise of fascism Syntax- describe a reason why the weakness of the Weimar republic led directly to the emergence of Hitler Stage 2-Assessment Evidence Gathered in Learning Segment Discussion/Questioning- Define fascism and describe give two reasons why this ideology became so popular within Germany (day 2) Formal Graphic Organizer(Day 2) Connect the economic consequences of WWI to the rise of totalitarianism in Germany and Italy. (day 2) Note Check (day 2 ) Connect the economic consequences of WWI to the rise of totalitarianism in Germany and Italy. (day 2) Identify the weaknesses of the League of Nations that allowed for the rise of totalitarian regimes in Germany and Italy (day 2) Daily History (days 2)- Define totalitarianism and explain what consequences this type of government may have within the country (Day 2) Exit Ticket- Describe two reasons why the Weimar Republic was a weak democracy and explain one reason why this allowed Hitler to come to power(day 2) Stage 3-Learning Plan

7 Time Allotments 8 Mins Learning Activities: (for all discussion, name cards will be available to facilitate discussion if there are no volunteers) Introduction/Purpose: Upon entering the classroom, the objectives for the day will be written on the board Students will be asked to get out the notes that they should have taken on the online lecture that was assigned for homework the previous night (Fascism in Germany and Italy) so that as the students answer their daily history question, the teacher can come around and record whether or not the assignment was completed. Discuss the daily history question as a class ensuring that all possible answers are covered so that all students have the opportunity to get the correct answer (What was the Weimar Republic? Describe one way in which the weakness of this government may have led to the rise of Hitler) ensure students on IEP are adequately involved in the conversation. Recap with the class that yesterday we talked about two factors that would lead to the rise of Hitler and Second World War (the treaty of Versailles and totalitarianism) and today we will be looking at a third, economic trouble. Make the purpose/objective/reason for learning explicitly clear. Hook: Once again, we will be looking at the rise of Hitler, which student learned about for homework the previous night, but first we have to look at another reason why he was able to rise to power. 8 mins Go over powerpoint slides reviewing what students learned about the economic troubles that the Weimar Republic had, but adding what the U.S. did to try to help their economy. Then discuss the great depression (farmers outproducing demand, buying stock on credit, stock market crashing, unemployment). Everything that should be written in notes will be highlighted on the powerpoint. Create/ignite interest to hold students attention. 12 mins Guided Practice: Show students document on the smartboard outlining the unemployment, inflation, and production numbers from Germany in the United States from before WWI to Be sure to define the terms as a class so the students can properly interpret the data. Particularly focus on the Price per ounce of gold in Germany and point out how significant the change was. Then how German unemployment

8 rose as the US economy declined and peaked just before the rise of Hitler. Discussion/Questioning: What trends are you seeing? Do you think the United States can help Germany if their economy is failing? How does that impact Germany? Guided Practice: Read exerpt on German inflation by Ernest Hemmingway. 14 mins Students will take turns reading, but teacher should pause periodically to explain the meaning of the text. discussion/questioning- Imagine yourself as a German citizen at this time, what are you thinking? Your money is more useful as firewood than to buy things you need, where does that leave you? The United States elected a President named FDR to try to fix the economy, what did Germany and Italy turn to? Ask them what they learned about Fascism from the lectures that they did for homework? What is nationalism? Why was it reappearing? Why didn t countries learn their lesson from WW1? Think back to the Treaty of Versailles, what was the league of nations doing about the rise of Hitler and Mussolini? Why might they not have the power to do anything? 5 mins Independent Practice: Exit Ticket: Define the term hyperinflation and explain the effects that it had on Germany in the 1920s. Explain one reason why this may have led to the rise of Hitler. (day 2) Answer on a sheet of paper and turn in on the way out. Closure: Tell students that now we know how Hitler came to power, tomorrow they will be looking at some primary sources from that time

9 and comparing and contrasting what happened in Germany vs Italy and they will be asked to start thinking about how this could potentially result in WW2. For homework students should fill out the financial crisis and great depression sections of their flow chart that they received the previous day (independent practice). Day 3 Grade level and subject area: 9 th Grade World History Stage 1-Focus of Learning Segment Established Goal/Standard: ODE World History Content Statement 15.) Students will be able to explain how the consequences of World War I and its aftermath lead to the Russian Revolution, Totalitarian governments, and events leading up to World War II. (Day 1-3) Compelling Question: What were the conditions following World War One that allowed Hitler to gain power in Germany and how did they directly result in the Second World War? How does the Era of Crises from impact US society in the modern world today? Supporting Question(s): How were the rise in totalitarianism similar in Germany and Italy similar, how were they different, what impact did these new governments have on world politics? Students will know. Objectives that address the facts, formulas, and basic concepts Fascism arose in both Italy and Germany, and there are similarities and differences in each instance. The similarities in the two nations caused them to be allies in the second world war. Students will be able to Objectives that address higher level skills, performance skills, application, processes 1.) Analyze the similarities and differences of the ideas Hitler had about Fascism and Mussolini s ideas about fascism 2.) Describe the similarities and differences between the propaganda used by Hitler and the propaganda used by Mussolini 3.) Students will be able to use primary and secondary sources of information that includes using contextualization and an examinations of the bias of each source.

10 Vocabulary List the essential vocabulary here. Fascism Political Pacifism Socialism Ideology Irremediable Suffrage Informal Discussion/questioning Additional Academic Language Demand(s) What are you addressing? Label as function, syntax, and/or discourse? Syntax- creating a simple thesis with an introduction and a paragraph defense of their opinion Analyze- language function Describe- language function Justify- language function Stage 2-Assessment Evidence Gathered in Learning Segment Formal Daily History (day 3)- Identify one weakness of the League of Nations that allowed for the rise of totalitarian regimes in Germany and Italy (day 3) Primary Source Project: Explain what common conditions link the societies in which totalitarianism rose (Day 3) Analyze the similarities and differences of the ideas Hitler had about Fascism and Mussolini s ideas about fascism (Day 3) Describe the similarities and differences between the propaganda used by Hitler and the propaganda used by Mussolini (Day 3). Stage 3-Learning Plan

11 Time Allotments Learning Activities: Introduction/Purpose: : Upon entering the classroom, the objectives for the day will be written on the board along with direction to pick up a primary source packet. Students will be asked to get out the flow chart that they should have filled out for homework the previous night so that as the students answer their daily history question, the teacher can come around and record whether or not the assignment was completed. 10 mins Discuss the daily history question as a class ensuring that all possible answers are covered so that all students have the opportunity to get the correct answer (one flaw in League of Nations that allowed totalitarianism to rise) All IEP and ELL students should be encouraged to participate or their opinion should be asked. Recap with the class from yesterday- we talked about how economic struggles contributed in large part to the rise of Hitler Questioning: What was the great depression? Why did the great depression in the U.S. cause problems in Germany? Why did this make it easier for Hitler? Hitler was a fascist, what is fascism? Why did all of this start at the beginning of WWI? Ensure students get complete answers for each of these questions, selectively call on students to ensure that everyone is getting the information, if there are gaps in understanding, this is a good time to fill those gaps so that the students can move forward in the unit. Today the goal is to get a better idea about what fascism was and why it was so dangerous Make the purpose/objective/reason for learning explicitly clear. 2 mins Hook: Has anyone ever wondered why the people of Germany let Hitler do the things that he did? Today we will look at Hitler s own words to find some possible reasons why he rose to power, as well as look at how Mussolini rose to power. From there we can compare and get an idea of what were some similarities and differences between the two leaders and the two countries. Have students look at the primary source packet that they received at the beginning of class. Create/ignite interest to hold students attention.

12 8 mins Modeling: The first time through, the teacher will read each of the documents (Hitler/Mussolini primary sources) pausing and commenting on some of the key points that they think students should include when they are working independently or to clarify any concepts that the students may not know (all identified vocab will be highlighted and have a definition on the page). Remind students to be thinking about how the two leaders ideas are similar and how they are different. The teacher will also describe with the class what is being depicted in the two pieces of Italian propaganda and the two pieces of German propaganda. Again, students should be looking for any similarities and differences in the four posters. Explicit demonstration of task. 2 mins 15 mins 5 mins 5 mins Guided Practice: Have students look at the questions provided with primary sources. Tell students that they are to refer directly to the primary sources to answer the questions. Justify answers using evidence from the sources. Give an example of how to properly identify similarities and differences: one could be that in Doctrine of Fascism Mussolini focuses on the role of the government, whereas in Mein Kampf, Hitler is talking about the people and public opinion Opportunity for facilitated student practice to apply knowledge, build skill, and increase understanding. Include supports/strategies. What will students be doing? Independent Practice: Students will then be given the opportunity to reread the passages and work independently at answering the questions that were given to them. Students will then be given time to work with a partner and compare answers to the first set of questions Opportunity for students to independently apply knowledge, build skill, and increase understanding. What will students be doing? Closure: Bring students attention back to the front of the room and ask them to get the rows back in order. Bring student s attention to the final question on the worksheet (extended response). Now that they know what fascism is and why it became popular in both Germany and Italy, they are going to make a case against Fascism. Each student needs to create an argument for why fascism is bad to counter the propaganda that they read today. Their argument should be at least two paragraphs. The first is an introduction that gives context and identifies the thesis. The second will include evidence to support their reason for why fascism is not the best form of government. Remember that they are supposed to be writing this to the German or Italian people, so they should try to be as convincing as possible just as Hitler and Mussolini were. This assignment will be due Friday (2 days) at the end of the school day.

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