Goals and Objectives
Goal:
- Students will understand Germany, Japan, and Italy's drive for empire in the 1930's.
- Students will compare and contrast Nazi Germany, Fascist Italy, and Imperial Japan's similarities and differences in empire building
- students will analyze the Rape of Nanking
- Students will evaluate the Stalin-Hitler Pact of 1939
California Content Standards
10.8 Students analyze the causes and consequences of World War II
- Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
- Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.
Common Core Literacy Standards
CA CCSS, ELA 9-10, WHST 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CA CCSS, ELA 9-10, RH 3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CA CCSS, ELA 9-10, RH 4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CA CCSS, ELA 9-10, RH 3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CA CCSS, ELA 9-10, RH 4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
Driving Historical Question
How did the drive for empire in Germany, Japan, and Italy spark WWII?
Lesson Introduction ‖ Time: 10 min.
Think-Write-Pair-Share Activity:
Students will look at three propaganda images from Germany, Italy, and Japan. Each of these images show students that the governments of these nations were looking to expand their empires and wanted to show their people that they needed to do it for the common good of the nation. The students will be asked to think about what they see and jot down what they think the image is trying to portray to the viewer. They will be asked to write what they think all of the images have in common—they will not be informed of the meanings of the images beforehand. They will then share with a partner what they believe the images portray and will share with the class.
The instructor will then ask the students to look back on their discussions of nationalism and totalitarianism from previous lessons and think about how they contributed to the desire of expansion in the 1930’s. The students will again think about their answer, write down what they thought, share with a partner, and share with the class.
Students will look at three propaganda images from Germany, Italy, and Japan. Each of these images show students that the governments of these nations were looking to expand their empires and wanted to show their people that they needed to do it for the common good of the nation. The students will be asked to think about what they see and jot down what they think the image is trying to portray to the viewer. They will be asked to write what they think all of the images have in common—they will not be informed of the meanings of the images beforehand. They will then share with a partner what they believe the images portray and will share with the class.
The instructor will then ask the students to look back on their discussions of nationalism and totalitarianism from previous lessons and think about how they contributed to the desire of expansion in the 1930’s. The students will again think about their answer, write down what they thought, share with a partner, and share with the class.
Vocabulary (Content Language Development) ‖ Time: Throughout Lesson
The Rhineland
Appeasement
Axis Powers
Blitzkrieg
Rape of Nanking
Nonaggression Pact
Appeasement
Axis Powers
Blitzkrieg
Rape of Nanking
Nonaggression Pact
Content Delivery (Lecture) ‖ Time: 60 Minutes
There will be a PowerPoint lecture that will take up most of the class period. The lecture will be accompanied with guided notes that will be provided to students at the beginning of lecture. There will be questions that give students time to pause and reflect throughout the lecture. Students will be given time during the lecture to participate in cooperative learning and discussions.
Drives for Empire
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Student Engagement (Critical Thinking & Student Activities) ‖ Time: Entire Lesson
Students will be participating throughout the lesson. They will be actively engaging in discussions of critical thinking questions that instructor poses and will be completing guided notes as they listen to the instructor’s lecture.
Drives for Empire student activity
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Lesson Closure ‖ Time: 10-15 Minutes
Students will be asked if they can think of an event in recent history that relates to the expansionism seen in the lecture. Students should take about 30 seconds to think and then share with the class what they think.
The students will be shown a quick video on the territorial expansion of ISIS over the past year and will write a quick-write comparing/contrasting the expansion of ISIS to what was discussed in lecture. Students will be asked: “Do you believe that the territorial expansion by ISIS could potentially lead to war just as the expansion of Germany, Japan, and Italy had? Using examples from today’s lecture, explain why or why not”.
The students will be shown a quick video on the territorial expansion of ISIS over the past year and will write a quick-write comparing/contrasting the expansion of ISIS to what was discussed in lecture. Students will be asked: “Do you believe that the territorial expansion by ISIS could potentially lead to war just as the expansion of Germany, Japan, and Italy had? Using examples from today’s lecture, explain why or why not”.
Assessments (Formative & Summative)
Formative Assessment:
There will be critical thinking questions given to students throughout the lesson from the instructor. Furthermore, the instructor will be walking around classroom listening to discussions and assessing knowledge being gained, or previously known by the students.
Summative Assessment:
The quick-write will be submitted to the teacher at the end of the period and the teacher will read over the students’ responses to see if there is adequate knowledge learned from the lecture, or if something needs to be re-taught.
There will be critical thinking questions given to students throughout the lesson from the instructor. Furthermore, the instructor will be walking around classroom listening to discussions and assessing knowledge being gained, or previously known by the students.
Summative Assessment:
The quick-write will be submitted to the teacher at the end of the period and the teacher will read over the students’ responses to see if there is adequate knowledge learned from the lecture, or if something needs to be re-taught.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Accommodations for English Learners:
English learners will be given an extra component of the guided notes which includes definitions of the vocabulary words. This will allow them to focus on the task at hand, which is the lecture, and not on trying to figure out what the words mean.
Accommodations for Striving Readers:
The guided notes help the striving reader to stay organized and focused. The instructor will read the guided notes before the students begin the lecture and will be sure to give enough time for readers to view the PowerPoint slides that pertain to the notes. Furthermore, the vocabulary words associated with the lecture will be bolded on the PowerPoint so students can easily identify them.
Accommodations for Students with Special Needs:
All strategies above will ensure more success for SSN and will be provided for them. Teacher will be sure to group these students heterogeneously so that they are paired with students who are more advanced and can help to support and scaffold them to learn the material.
English learners will be given an extra component of the guided notes which includes definitions of the vocabulary words. This will allow them to focus on the task at hand, which is the lecture, and not on trying to figure out what the words mean.
Accommodations for Striving Readers:
The guided notes help the striving reader to stay organized and focused. The instructor will read the guided notes before the students begin the lecture and will be sure to give enough time for readers to view the PowerPoint slides that pertain to the notes. Furthermore, the vocabulary words associated with the lecture will be bolded on the PowerPoint so students can easily identify them.
Accommodations for Students with Special Needs:
All strategies above will ensure more success for SSN and will be provided for them. Teacher will be sure to group these students heterogeneously so that they are paired with students who are more advanced and can help to support and scaffold them to learn the material.