Goals & Objectives
Goal:
Students will understand the effect that Worldwide Depressions had on the Rise of Totalitarian Governments.
Objective:
After completing a reading lesson plan on Worldwide Depression students will be able to determine why people lost faith/hope in democratic governments.
Students will understand the effect that Worldwide Depressions had on the Rise of Totalitarian Governments.
Objective:
After completing a reading lesson plan on Worldwide Depression students will be able to determine why people lost faith/hope in democratic governments.
California State Content Standards
10.6 Students analyze the effects of the First World War.
2. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.
3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
2. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.
3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
Common Core Literacy Standards
CCSS.Literacy.RH.10-12. 7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
CCSS.Literacy.WHST.10-12. 9. Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.Literacy.WHST.10-12. 9. Draw evidence from informational texts to support analysis, reflection, and research.
Driving Historical Question
How did the Worldwide Depressions contribute to the rise of non-democratic governments?
Lesson Introduction
Before starting the reading assignment the students will examine a political cartoon dealing with the Great Crash of 1929. The teacher will pass the students their Worldwide Depressions worksheet that contains the political cartoon, the questions on the political cartoon, a graphic organizer, the reading assignment and the questions they have to answer after the reading. The teacher will assess the student’s prior knowledge on the market crash by asking the students several questions about the cartoon. The teacher will ask the students to volunteer their opinions out loud about what they think the answers are. The teacher will give verbal feedback on whether the response was correct, incorrect or on the right track. If the answer was correct then the teacher will write the student’s answer on the sheet of paper that is projected on the classroom LCD display using an ELMO projector. If the answer was on the right track then the teacher will rephrase the response and again write it down and project it for everybody to see. The teacher will do this until the students have correctly all six answers are answered correctly.
Vocabulary
The vocabulary will be provided to the students on their reading assignment.
Content Delivery
As elaborated on the Lesson Introduction above, the teacher will scaffold the political cartoon (the cartoon is the anticipatory set) with the students. After the hook, the teacher will pass the students their context worksheet. The teacher will then instruct the students to get into their groups. The teacher will then scaffold how to complete the graphic organizer and the after reading questions on their context worksheet (the worksheet will be projected on the LCD display using an ELMO projector). The teacher will scaffold this by reading the first paragraph out loud, filling in the answer of the first box, and by answering the first question on the after reading section. Both the first box of the graphic organizer and the first after reading question are based on the first paragraph that the teacher read out loud. The teacher will then instruct students to read the remainder of the text, complete the graphic organizer as they read, and answer the after reading questions with their groups. The teacher will then implement a jigsaw reading strategy. The teacher will give groups of students a different worksheet. The teacher will give two groups a worksheet on Mussolini. The teacher will give two groups a worksheet on Lenin/Stalin. The teacher will give two groups a worksheet on Hitler. The students are to complete their assigned worksheet with their groups. After finishing their worksheets the groups of students should be experts on how the Worldwide Depression led to the rise of their respective dictators. Next, they are to walk to another group’s circle and teach them the content of their dictator. Then they come back to their original group and listens to a group member as they teach the student the content of the two missing dictators. For example, Felipe Coronel walks to a different group to teach them about Mussolini, but then he comes back to his original group and some his group members have already been taught content about Hitler and Lenin/Stalin from different groups. At the end of the activity every student should have all three worksheets completed. It is important to note that the teacher plays the role of a facilitator in this activity. The students are responsible for mastering the content on their assigned dictator and are also responsible for listening to other student’s presentations in order to complete the remaining two worksheets. The teacher will walk around and help students as needed.
Student Engagement
The student engagement activities in this lesson are analyzing a political cartoon, completing several graphic organizers, contextualizing the worldwide depression, answering the After You Read questions, and engaging in a jigsaw reading strategy. The students will give students good background knowledge of the Great Crash of 1929, which was the tipping point of the worldwide depression. The graphic organizers will help the students organize the reading. After completing the graphic organizers, they will now be able to integrate the organized information to answer the After You Read questions at the end of their worksheets. Some of the After You Read questions require the students to revisit their Context Worksheet. After completing the jigsaw reading strategy the students will be able to answer the driving historical question at the end of the lesson. Therefore, this lesson will engage the students in analyzing skills (the political cartoon), contextualizing skills (the Context Worksheet), synthesizing skills (the After You Read questions), listening skills (listening to other group’s presentations), speech/presentation skills (presenting to other groups), reading skills, organizing skills (the Graphic Organizer) and critical thinking skills (connecting the worldwide depression to the rise of Mussolini, Lenin/Stalin and Hitler).
Lesson Closure
As a closure, the teacher will focus the student’s attention on the driving historical question: “How did the Worldwide Depressions contribute to the rise of non-democratic governments?” The teacher will let the students think about their responses for a minute. Next, the students are to discuss their answers with their partners. The teacher will then engage in a whip around by rolling a die. The student’s chairs are numerically labeled. Therefore, whichever number the die lands on are the students who have to verbally share with the class the answer to the driving historical question they discussed with their partners.
Assessments
Teacher will assess student’s prior knowledge by scaffolding the anticipatory set with the students. The answers that students read out loud will give the teacher a formative assessment of the student’s understanding of Worldwide Depressions. Teacher will assess student’s learning of how the Weimar Republic was affected by the Worldwide Depressions by listening to the designated (the students chose a representative from their group to share out loud with the class what they had come up with in the Weimar Republic block of the Graphic Organizer) student’s response. Teacher will assess student’s learning of how Italy was affected by the Worldwide Depressions by reading what they wrote in that block on the Graphic Organizer. Teacher will assess student’s learning of the objective by reading what they wrote on the After You Read questions and reading what they wrote for their ticket out the door.
Accommodations for English Learners, Striving Readers and Students with Special Needs
The teacher has strategically placed EL Learners, Striving Readers and students with special needs in groups that include high academically achieving students. The teacher will have students working with their strategic groups at several points in the reading activity. When the teacher calls on the students with special needs he will provide extra response time. The teacher has tough vocabulary words defined on the Worldwide Depressions worksheet. The teacher scaffolds the introductory political cartoon (and the questions it comes with) with the students. The teacher also scaffolds the first block of the Graphic Organizer with the students.
Resources
Worldwide Depressions worksheet.
https://www.youtube.com/watch?v=FXNziew6C9A
Watch this video to learn more about the Great Crash of 1929.
https://www.youtube.com/watch?v=FXNziew6C9A
Watch this video to learn more about the Great Crash of 1929.