Jose Banuelos 1
Jose Banuelos
Manos EDSS 300 Thurs.
Lesson Plan for Totalitarianism, Fascism, and Communism
Unit: Post World War I Europe
Grade: 10th World History
10.7 Students analyze the rise of totalitarian governments after World War I.
Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist
and Communist) in Germany, Italy, and the Soviet Union, noting especially
their common and dissimilar traits.
ELD Standard Beginning: Identify terms such as dictator, totalitarian, fascisms,
Nazism, and communism.
ELD Early Intermediate: Identify which leader controlled which country and
define what type of government the dictator ran.
ELD Standard Intermediate: Explain with detailed sentences how the
totalitarian regimes differentiated between one another and at least a couple
of characteristics of each dictatorship.
Objective: Students will be able to define and explain the characteristics of a
totalitarianism government as well as be able to differentiate between fascist and
communist rule.
Language Objective for Beginning Student: Students are able to copy facts of
totalitarian rule from the power point.
Language Objective for Early Intermediate Students: Students are able to identify
the major idea of totalitarian rule.
Language Objective for Intermediate Students: Students are able to distinguish
facts of totalitarianism government and fascist/communist rule.
Anticipatory Set: Ask the class to think how government has oppressed people in
the past. They will write up a quick list and then they will share with their
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neighbor their ideas of governmental tyranny. After everyone has shared, we
will have a quick classroom discussion to make sure everyone has an idea of the
ways government has negatively affected their people.
Purpose: This lesson will help students understand how Hitler, Mussolini, and
Stalin came to power and gave rise to their respective totalitarian government
and oppressed the people in their country.
Input: I will show the students a power point with information from the
textbook, and then give quick info about what is totalitarianism and the
characteristics a totalitarian government, fascism, and communism. I will pass
out a Totalitarian chart I created and the students will use their textbooks and
power point to fill in the boxes.
Differentiation: For students that need extra literacy help, I will give them help
with matching words. For example, Fascism will match with Hitler and
Mussolini. To further this activity, students will describe the governments with
the power point slides. (worksheet provided)
Modeling: Using the textbook, I will model how to fill in the worksheet sheet.
We will do the first couple of sections of the chart together.
Check for Understanding: I will ask the students how comfortable they are with
the chart and textbook by giving me thumbs up or thumbs down. The students
with thumbs up will then work on it in pairs or groups. If the students give a
thumbs down, I will do a couple more boxes
Guided Practice: Students will work in pairs use their to fill in the rest of the
totalitarian chart. After everyone has finished and shared their totalitarian chart
with their group students will write on the back of the worksheet. Their write up
will answer, “What are differences and similarities between Fascism and
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Communism,” “Which dictator took the most advantage of their power and
why?” and “Who do you believe had the most control and rule of their
respective country and why?”
Differentiation: If students need extra literacy help, the students will receive a
separate worksheet with a word bank that belongs to the totalitarian chart. For
example, Jews would be in the word bank and belongs in the Germany was
oppressed box. This would better help students, because it will make easier to
define the characteristics. To further this activity, the back of the worksheet will
be used to write sentences to describe totalitarianism. The students would use
their matching working from before to help them frame a sentence. (worksheet
provided)
Closure: To finish the lesson students will come up to the board and fill in my
totalitarian chart with their answers on the white board. We will have a class
discussion, reviewing the worksheet, along with totalitarianism, fascism, and
communism.
Independent Practice: If a Students finish early, then they would make a quick
write up on how different is a totalitarian government when compared
democracy. Students will also describe the differences of the American leaders
and totalitarian leaders as well.
Bibliography
1. Roger B. Beck, Modern World History: Patterns of Interaction, (McDougal
Little)
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Worksheet for input differentiation:
MATCH THE WORDS TO THEIR TYPE OF
TOTALITARIAN GOVERNMENT BY
DRAWING A LINE
Communism
STALIN
HITLER
NATIONALISM
TOTALITARIANISM
CHARISMATIC LEADERS
SPEECHES
CLASSLESS SOCIETY
Fascism
INTERNATIONALISM
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Word box for
chart
Fascism
Economic
problems
Italy
S
oviet
U.
Anyone against
fascism
Mussolini
Feared revolt
Attacked Italian
communist and
socialist
Support from
middle class and
industrial
leaders
Germ
any
Stalin
totalitarian
Revolution; Lenin
dies
Controlled all
media: newspapers,
radio, etc.
Religion, noncommunist
Communism
Wanted to keep
non-communist
idea out
Control of
education prevents
other learning
Jews
Scapegoat for
Germany’s
problems
Hitler
Media (posters and
speeches) making
racist remarks
towards Jews.
Fascism/Nazism
Germany facing a
Great Depression
Military tactics
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