Goals & Objectives



Unit Title ‖ Lesson TitleGoals & Objectives?Goal: Students will understand the impact that Mussolini, Stalin and Hitler had on the citizens they were governing. Objective: Students will be able to experience what life was life living under a Totalitarian State by participating in a simulation.California State Content Standards 10.7 Students analyze the rise of totalitarian governments after World War I.2. Trace Stalin’s rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine).3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist andCommunist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traitsCommon Core Literacy StandardsCCSS.Literacy.WHST.10-12 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Driving Historical QuestionWhat were the experiences of people living under a totalitarian state?Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time:?The anticipatory set for this lesson will be a quick warm-up, so that students can have enough time for the simulation. The warm-up will ask students to list as many freedoms as they could that they enjoy here in the United States. The question will be: how do you think these freedoms might change if you were living in a totalitarian state. Vocabulary (Content Language Development) ‖ Time: The teacher will have a PowerPoint slide projected on the LCD display defining the following words: propaganda, simulation, swastika, fasces, hammer and hoe, minister of propaganda, secret police, disloyal, disobey, and rigged.Content Delivery (Method of Instruction) ‖ Time:The content delivery method for this lesson is through a simulation. The simulation is about teaching students how life was for people living under a totalitarian state. Three students are chosen to simulate the roles of Stalin, Mussolini, and Hitler. Each student “dictator” gets to choose a classmate to play of a secret police officer and a minister of propaganda. They also each get a group of eight followers. During the simulation the “dictators” just sit down, relax, and eat snacks. The secret police officers “kill” people (they shoot them with water guns). The minister of propaganda oversees the people to make sure they are producing positive propaganda about the “dictator.” Finally, the people try to complete the assigned tasks at the best possible liking of the minister of propaganda. The people cannot disobey those in power, and can only produce what is allowed by the state. If necessary the teacher will demonstrate how to write positively about a dictator or how to make creative posters. The students will come into the lesson with the necessary background knowledge, because they have already learned about propaganda in the U.S.S.R. They saw video clips about indoctrinated youth organizations. They have heard propaganda radio. Lastly, they have seen propagandized movies.Student Engagement (Critical Thinking & Student Activities) ‖ Time:?The activity engages students in critical thinking because it gives students the opportunity to think about their lives in comparison to the life of somebody living in a totalitarian state. The lesson also includes questions at the end of the simulation and they coordinate with Bloom’s taxonomy of different thinking levels.Life under a Totalitarian StateTwo days before the simulationStep One: The teacher will select three students to play the role of Stalin, Mussolini and Hitler. The teacher will keep the three students after class to inform them of their new roles and to instruct them of their responsibilities for the day of the simulation. Their responsibility is to sit down on their three separate couches and eat snacks. Step Two: The teacher gives “Hitler” a swastika badge he is to wear on the day of the simulation. The teacher gives “Mussolini” a fasces badge he is to wear on the day of the simulation. The teacher gives “Stalin” a hammer and hoe badge he is to wear on the day of the simulation.Step Three: The teacher explains to the three students who the secret police and the minister of propaganda were and their jobs in a totalitarian state. The teacher then instructs the “three dictators” to choose the students from the class who they want to play the role of secret police and the minister of propaganda. Each “dictator” can choose only one secret police officer and one minister of propaganda. So there will be a total of three dictators, three secret police officers and three ministers of propaganda. The day before the simulation Step One: The teacher will keep the “three dictators” and the chosen secret police officers and ministers of propaganda after class. Step Two: The teacher quickly reminds the “three dictators” that they are to sit down and eat snacks during the simulation. Step Three: The teacher explains the roles of the secret police and minister of propaganda to the chosen students. The responsibility of the minister of propaganda is to judge the people’s (which is the rest of the class) propaganda and to keep them on task. The people are going to be making posters of their leader, singing songs about their leader, and writing newspaper articles and books about the leader. The minister of propaganda should make sure that the tasks reflect the dictator in a positive way. The minister of propaganda for Mussolini is to wear a plain black shirt on the day of the simulation. The minister of propaganda for Hitler is to wear a plain brown shirt on the day of the simulation. The minister of propaganda for Stalin is to wear a plain red shirt on the day of the simulation. If the students don’t have the necessary shirts then the teacher will provide it for them. The responsibility of the secret police is to look out for disloyal citizens (the other people in the class) who are not doing their assigned tasks. If they are disobeying orders from the minister of propaganda or not doing the assigned task at all then they are to shoot water at them with a water gun and require them to spend the rest of the day writing a two page paper on the dictator that they were disloyal to. The teacher will give the secret police officers plastic police badges that they are to wear on the day of the simulation.The TasksMussolini, Stalin and Hitler: NOTHING!!! Sit down on the sofa and do nothing or eat snacks!Secret Police: Look out for disloyal citizens. Shoot citizens (with a water gun) who are not completing their tasks, or shoot citizens ordered by the minister of propaganda. Minister of propaganda: Keep the people on task and make sure they are producing positive propaganda about the dictator. The people: Do the assigned tasks to the liking of the minister of propaganda or DIE! (Dying means writing an essay)DirectionsWhen the class starts the teacher will inform the students that they will be doing a simulation on the life under a totalitarian state. After the warm-up, the teacher will separate the class into three groups of eight students. Each group is now under the rule of a totalitarian dictator. The teacher will have three strips of paper in a hat. Each strip of paper has the form of propaganda that the groups of students have to perform. The three forms of propaganda are: Singing: The students have to sing their assigned dictator’s song, and they have to sing it in unison. The minister of propaganda will be judging their singing according to his liking. If they catch somebody not singing or not singing in tune with the rest of the people then they call a secret police officer to shoot the disloyal citizen (with a water gun) and make them write a two page essay on the assigned dictator.Posters: The students have to make posters about their assigned dictator. The teacher will have several copies of all “three dictator’s” faces. The students are to make posters portraying their assigned leader in a positive light. The students can draw on the poster or use construction paper and scissors to creatively make satisfactory poster. If the minister of propaganda does not like the poster or catches someone not doing the poster he will call the secret police to shoot the disloyal citizen (with a water gun) and make them write a two page essay on the assigned dictator.Writing: The students are to write a newspaper article or a book about their assigned dictator. The writing should portray the dictator in a positive way. The minister of propaganda will read these as they write along. If the minister of propaganda does not like the writing or catches someone not doing the poster he will call the secret police to shoot the disloyal citizen (with a water gun) and make them write a two page essay on the assigned dictator.The students are to perform these tasks for ten minutes each and then switch tasks counter clockwise with another group. The students who have “survived” the task after ten minutes will first give their snacks that they were supposed to bring to their assigned dictator, before they move on to the next task. After the students performed the three tasks in thirty minutes, then the remaining students will have an election to try to remove Hitler, Stalin and Mussolini from power. They will cast their vote for the next leader on a piece of paper and throw it into a box. The teacher will draw three names from the box to be the three next leaders. However, the box will have a secret compartment and the next three leaders will be the same three leaders. QuestionsAfter the simulation the students will answer the following questions on a separate sheet of paper:How did it feel living in a totalitarian state?What were the results or consequences of your actions?Why did you make the decision to obey or to disobey the minister of propaganda? How did it feel to be forced to sing, write, and make what the dictator said?How did it feel knowing that you couldn’t disobey orders or else you would be punished?How did it feel to say, write and create positive things about a guy who was sitting down eating snacks?How did it feel after knowing that the election to get these dictators out was rigged?Apply your knowledge of these totalitarian practices by explaining what role you would’ve preferred to play in the game. Analyze how you think that these dictators managed to get so much support in their respective countries. Synthesize how all these different productions: music, art and literature contributed to state propaganda?Evaluate how people’s freedom under totalitarianism was different than the freedoms you enjoy now in the U.S. Lesson Closure ‖ Time:?The students will answer some questions on a separate sheet of paper at the end of the simulation. The teacher will do a whip around by rolling a die. The desks are numbered, so the students can see if their number was randomly chosen. After rolling the die then whatever number it landed on are the students that have to share their answers. The randomly chosen students have to stand up and verbally share their responses. Assessments (Formative & Summative)The teacher will assess students’ prior knowledge by implementing an accountability strategy called numbered heads. After answering the warm-up question, students will briefly talk with their partners about their answers. The teacher will then pick either partner A or partner B to share their partner’s response to the warm-up question. The teacher will monitor student’s progress throughout the simulation by walking around and seeing if everybody is following the directions. However, this is a student-orientated activity and the teacher will only help or assist when needed. The students will answer some questions on a separate sheet of paper at the end of the simulation. The teacher will do a whip around by rolling a die. The desks are numbered, so the students can see if their number was randomly chosen. After rolling the die then whatever number it landed on are the students that have to share their answers. The randomly chosen students have to stand up and verbally share their responses. Accommodations for English Learners, Striving Readers and Students with Special NeedsEnglish Learners, Striving Readers and Students with Special Needs will thrive in this lesson because it is completely hands-on and the only thing they have to write is their answers to the questions at the end of the simulation. All three types of students will also benefit from the various visuals throughout the lesson. For example, they will see that the ministers of propaganda are wearing the dictator’s symbols and be able to identify that they are supposed to be close associates to the dictator. They will also be able to visualize the secret police officer spraying water at people not doing their tasks. They will easily identify them as police for the dictator, especially because they are wearing plastic badges. The students will have the whole lesson scaffolded by their peers, because they have been strategically placed with native English speakers and advanced students in their grouping. The activities will be communicated to these students by watching their other group members do it first. The students will be handed the song lyrics a day before the simulation so they could practice saying any words they have difficulty with. The teacher will also tell the students playing the role of minister of propaganda to give these students longer time to write their newspaper articles before having them “executed” (with water gun) by the secret police. The students will also from numbered heads assessment at the beginning of the lesson because it is a cooperative learning strategy.Resources (Books, Websites, Handouts, Materials)?Simulation instructions, plastic police badges, symbol badges, poster board, colored pencils, markers, scissors, hat, box, ninety copies song lyrics, and brown, black and red t-shirts. ................
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