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Causes of Totalitarianism & World War II in Europe

This lesson focuses on the causes of the rise of totalitarianism in Europe after World War I and the factors that led to the outbreak of World War II. Students will create a PowerPoint presentation listing and explaining at least three causes of totalitarianism and their impact with 80% accuracy.

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Causes of Totalitarianism & World War II in Europe

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  1. SWAT’S FOR SEPTEMBER 25, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON

  2. AMERICAN HISTORY II HONORS SWAT: • Given a graphic organizer and instruction, the students will be able to describe the causes of the rise in totalitarianism in Europe after World War I and the causes which brought about World War II by listing and explaining at least three of these causes in a power point presentation with 80% accuracy. NJCCCS: • 6.1.12.D.11.a: Evaluate the effectiveness of international agreements following World War I in preventing international disputes during the 1920s and 1930s. • 6.1.12.D.11.a: Analyze the roles of various alliances among nations and their leaders in the conduct and outcomes of the World War II. • CCSS.ELA-LITERACY.RH.9-10.1Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

  3. American history II (honors) ESSENTIAL QUESTIONS: • What were the causes of World War II? • Is American foreign policy motivated by ideals or self-interest?

  4. AMERICAN HISTORY II HONORS DO-NOW: • Students will gather into their groups to work on finishing touches before presenting. Timer Set: 2 Minutes panning in groups 2 Minutes panning out (Student facilitator leads class discussion)

  5. American history II honors HOMEWORK: • Quiz on material learned thus far in the class next class period. • Students will continue to read Weber’s work: • “The Good War Myth of World War II” • http://www.ihr.org/news/weber_ww2_may08.html • and prepare for a Socratic Circle to be conducted in class on Thursday, October 2nd.

  6. American history II honors LESSON CONNECTIONS: • Review how economics and the Great Depression brought about a rise in totalitarian dictators globally. • Review events prior to the 1930’s which led to a rise in totalitarian dictators. • Review the causes of World War II • Review how economics and the Great Depression brought about a rise in totalitarian dictators globally. • Set up anchor chart on key components to take into account when presenting a power point in class TIMER SET: 10 Minutes

  7. American history ii honors EXPLANATION: • Teacher will remind students of power point expectations. Grading rubric for power point will be reviewed.

  8. AMERICAN HISTORY II HONORS GUIDED PRACTICE: • Setting up an anchor chart, the teacher will assist students in listing factors which need to be kept in mind when giving a verbal presentation. •  Two students will be appointed to lead this part of the lesson. One student will facilitate a class wide discussion in which students share out their ideas listing and describing the factors which need to be kept in mind when giving a verbal presentation. •  A second student will write down the notes and ideas generated by students on a suitable Smart Board graphic organizer. •  While the two students are facilitated class, the remaining students will set up a similar graphic organizer in their notebook. •  The teacher will walk around the classroom as the students are taking notes. Thus a (Classroom observation) formative assessment will be utilized. Timer Set: 16 Minutes

  9. AMERICAN HISTORY I HONORS APPLICATION • Working in groups, students will present verbally their power points on one of the totalitarian regimes during the 1920’s and 1930’s. • Students will include the following information in their power point. • Title • Country • Ruler/Dictator • Form of government • How did World War I affect your country? • What conditions led to the collapse of the old government? • Who supported totalitarian leaders and why? • How did their dictator seize power? • What reforms did the dictator bring about? • Bibliographic sources utilized

  10. American history ii honors APPLICATION: • Students will prepare to share their power points with the class for a grade starting on Thursday, September 25th. • While the students are beginning to research on-line, the teacher will walk around the classroom and observe the students. Thus a (Classroom observation) formative assessment will be utilized. • In addition, the teacher will engage in a one on one conversation with students as needed. Thus a (Student Conference) formative assessment will also be utilized. • Utilizing an (exit card) formative assessment, students will identify at least three of the major causes of World War II and how it also caused a rise in totalitarianism in Europe after World War I.

  11. AMERICAN HISTORY II HONORS SYNTHESIS: • The teacher will assist students in describing the causes of the rise in totalitarianism in Europe after World War I. Timer Set: 4 Minutes

  12. The great trials SWAT: • Given instruction and after completing secondary reading on the background to the trial, the students will be able to identify Socrates and his significance to western European civilization by explaining at least two major observations which comes out of the Trial with eighty percent accuracy. • NJCCCS: 6.2.8.A.3.e: Compare and contrast the American legal system and the legal systems of classical civilizations, and determine the extent to which the early systems influenced the current legal system. •  6.1.4.A.9: Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights. • CCSS.ELA-LITERACY.RH.11-12.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

  13. The great trials ESSENTIAL QUESTION: • Is the trial process a fair one that protects the defendant and the people? • What if any modifications should be made in the trial process to make it fairer or more equitable?

  14. The great trials DO-NOW: Working in groups, students will distinguish the differences between a dialogue and a debate. Anchor chart to be created. TIMER SET: 4 Minutes

  15. The great trials HOMEWORK: • Students will continue reading the handout on the Trial and Death of Socrates. Students will take notes on their reading. • Students will finish preparing for their Socratic Circle in which students formulate an opinion on whether or not it was justified for Socrates to win acquittal.

  16. The great trials LESSON CONNECTIONS: • Review previous lesson. • Review ancient Greek philosophers and their quest for discovery and knowledge • Review charges against Socrates. Timer Set: 5 Minutes

  17. The great trials EXPLANATION: • The teacher will review how the Socratic Circle exercise will work. The teacher will review the Socratic Circle rubric. Timer Set: 10 Minutes

  18. The great trials GUIDED PRACTICE: • The teacher will assist the student in listing the major reasons why Socrates was put to death and why his trial was important based on the You Tube video and power point presentation viewed thus far. A Smart Board graphic organizer will be utilized for this purpose. •  Two students will be appointed to lead this part of the lesson. The first student will engage the class in a class wide discussion calling on students to list the major reasons why Socrates was placed on trial and why he was put to death. •  A second student will write down the responses on a suitable Smart Board graphic organizer. •  The remaining students will write down the information in their notebooks. •  During this section of the lesson, the teacher will walk around the classroom. Thus an (Observation) formative assessment will be utilized. •  In addition, the teacher will engage in a one on one discussion as needed to clarify points of the lesson. Thus a (Student Conference) formative assessment will also be utilized. Timer Set: Minutes

  19. The great trials APPLICATION: • The students will examine the picture the on the website titled the Death of Socrates. http://www.bc.edu/bc_org/avp/cas/his/CoreArt/art/resourcesb/dav_soc.jpg •  Working individually at first, and then in groups students will answer the following questions: • What is happening in the picture? • What is in the cup being held by Socrates? (Hint: Hemlock) • Is Socrates portrayed in the picture in a favorable or unfavorable light? • What is the message of the painting? Utilizing an (exit card) formative assessment, students will write a sentence or two in which they state who Socrates was and why he was important.

  20. THE GREAT TRIALS APPLICATION: • Working from their notes, and in small groups, students will answer the following questions: • Who was Socrates? • Why is he remembered today? • Who are those who accuse Socrates of criminal activity? • Is what he did a crime today? • How is the trial format as described in the website different/similar than the trial organization? • Is it a more just system than ours, or is it less fair? •  http://law2.umkc.edu/faculty/projects/ftrials/ • socrates/socratesaccount.html

  21. THE GREAT TRIALS APPLICATION: • Again, two students will be appointed to lead this part of the lesson. One student will facilitate and call on their fellow classmates in an effort to not only answer these questions, but in an effort to incorporate higher order thinking questions. •  While the students are discussing and answering the questions above, the teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized. •  In addition, the teacher will engage students in a one on one conversation with students to check their level of understanding. Thus a (Student Conference) formative assessment will also be utilized. • Utilizing an (exit card) formative assessment, students will write a sentence or two in which they state who Socrates was and why he was important and describe two major observations which comes out of the Trial.

  22. THE GREAT TRIALS APPLICATION: • The students will then read out loud an excerpt written by I. F. Stone entitled: • “How Socrates Might Have Easily Won Acquittal” • http://www.cwsl.edu/content/benner/thetrialofsocrates.pdf •  Students will work in small groups and evaluate the argument presented by I. F. Stone—in their opinion, could Socrates have easily won acquittal? Explain. •  A student facilitator will be appointed to lead a brief discussion. • Again, the teacher will walk around the room and observe the students. Thus an (Observation) formative assessment will be utilized. • Utilizing an (exit card) formative assessment, the students will list one reason why the Trial of Socrates had important repercussions in Ancient Greece and list two major reasons why the Trial has influenced the conduct of people in modern times.

  23. The great trials SYNTHESIS:  The teacher will assist the student in explaining why the Trial of Socrates had important repercussions in Ancient Greece and how the Trial has influenced the conduct of people in modern times. Timer Set: 4 Minutes

  24. AP US HISTORY SWAT: • Given instruction and analyzing primary documents, the students will be able to describe and explain the use of African slaves and the importance of the Navigation Acts by reading and analyzing at least three ways in which African slaves were used in this period and the importance of the Navigation Acts with eighty percent accuracy.

  25. Ap us history • STANDARDS: • 6.1.12.A.1.a Explain how British North American colonies adapted the British governance structure to fit their ideas of individual rights, economic growth, and participatory government. •  RH. 9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. •  RH.9-10.1; Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. • CCSS.ELA-LITERACY.RH.9-10.3Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

  26. AP US HISTORY ESSENTIAL QUESTION: • How did the political, economic, and religious systems of Native Americans, Europeans, and Africans compare, and how did things change as a result of contacts among them?

  27. AP US HISTORY DO-NOW: • Working in groups, the students will discuss the essential question: How did Native Americans adapt to the growing presence of Europeans among them? •  Student led. Timer Set: 4 Minutes

  28. AP US HISTORY HOMEWORK: • Students should complete the Review questions from the chapter located on pp. 72-73 completing each question in a complete sentence. Work will be collected on Friday, September 26th. Students will review for their test during Monday’s class period, September 29th and test on Chapter #2 on September 30th.

  29. AP US HISTORY LESSON CONNECTIONS: • The teacher will review last night’s homework assignment with the students: •  Students read and studied Chapter #2: “American Experiments”, pp. 62-71. Go over information in their outlines. • The teacher will go over Trial of Anne Hutchinson and corresponding questions which were assigned for homework. TIMER SET: 10 Minutes

  30. AP US HISTORY EXPLANATION: • Teacher will go over information contained in a “flipped classroom” power point on “Instability, War and Rebellion” in the colonies from 1521 to 1700. This power point was placed on my website which the students will have examined previously. The students were instructed to view the lecture for homework and to take notes on the lecture. • Teacher will go over instructional power point (flipped classroom model) Timer Set: 5 Minutes

  31. AP US HISTORY GUIDED PRACTICE: • Using a graphic organizer, the teacher will assist the students in creating a suitable graphic organizer in which the students list the various wars which went on; including what caused them and their effect on American society. •  Two students will co-facilitate. •  One student will lead a classwide discussion in which students list the various wars which went on; including what caused them and their effect on American society. •  A second student facilitator will record the information on a suitable Smart Board graphic organizer.

  32. AP US HISTORY GUIDED PRACTICE: •  While the students are working in groups and during the class wide discussion, the teacher will walk around the classroom and observe students individually as they work in their groups. Thus, an (Observation) formative assessment will be utilized. The teacher will engage students, as necessary, in a one-on-one conversation to check for understanding. Thus a (Student Conference) formative assessment will be utilized.

  33. AP US HISTORY GUIDED PRACTICE: •  While the students are working in groups and during the class wide discussion, the teacher will walk around the classroom and observe students individually as they work in their groups. Thus, an (Observation) formative assessment will be utilized. The teacher will engage students, as necessary, in a one-on-one conversation to check for understanding. Thus a (Student Conference) formative assessment will be utilized.

  34. Ap us history APPLICATION: • Working individually, students will read silently: • Edmund White’s reflections entitled: “Letter to Joseph Morton” (1687). •  While the students are reading, the teacher will walk around the classroom and observe the students as they read and take notes in outline form based on their reading. An (Observation) formative assessment will be utilized. In addition, while observing, the teacher will check in with the students to be sure that they understand the material. Thus a (Student Conference) formative assessment will also be utilized. •  Upon the conclusion of the primary reading, the students will turn to the student next to them and engage in a conversation about the reading asking their partner key questions based on the reading. Thus, a (turn-to-your-partner) formative assessment will be utilized). •  A student facilitator will lead a brief discussion posing and eliciting responses to each of the three questions stated above.

  35. AP US HISTORY APPLICATION: • Working individually and then in groups, students will answer the following questions: •  1. What does this letter reveal about the extent of the slave trade by the end of the seventeenth century? • 2. What role did Barbados play in the American slave trade? • 3. What can you infer from the letter about the author’s attitude toward Africans? How is his point of view shaped by his assumptions about race?

  36. AP US HISTORY APPLICATION: • A student facilitator will lead a brief discussion posing and eliciting responses to each of the three questions stated above. •  Utilizing an (exit card) formative assessment, students will be able to describe at least three major points brought out from having read the primary reading on “Edmund White’s reflections entitled: “Letter to Joseph Morton” (1687).” Students should include the fact that White was writing from London to then South Carolina governor Joseph Morton in February 1687 expressing the advantages of “negroes” over white servants.

  37. AP US HISTORY SYNTHESIS: The teacher will assist students in identifying and describing how European migrants transferred familiar patterns and institutions to their colonies in the Americas and how this created new American worlds. Timer Set: 5 Minutes

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