Lesson # Overview
Title
/Standards
Big Question for
lesson
(from teaching
thesis)
World War II: World War II
Axis Power Leaders
SOL US11.7a: The student will demonstrate knowledge of the
major causes and effects of American involvement in World War
II by identifying the causes and events that led to American
involvement in the war, including the attack on Pearl Harbor
What is fascism, and how does it apply to the
leaders of the Axis Powers?
Specific lesson
Objectives (transfer
from above).
1. Students will be able to brainstorm and explain the
makings and credentials of a “leader.”
2. Students will be able to extract important
information from text relating to World War II leaders
Content
focused/action verbs 3. Students will be able to apply their knowledge of the
causes of WWII though a creative process.
Assessment of
Objective(s)
(you do not need to
formally assess all
objectives
individually – can do
them as a group if
appropriate)
Brief explanation of
scope of lesson
(explanation of
tasks, and
assessments)
How are you trying
to motivate students
in your opener?
What is your
closure?
Obj. 1 = Framing Activity, Groups, Discussion,
Observation
Obj. 2 = Right-Side Note, Interactive Notebooks
Obj. 3 = Crimes Against Humanity Worksheet
When the students arrive, they will see the SmartBoard,
notifying them to sit down and observe the political cartoon of
the Axis Powers. We will discuss some of the symbolism and
identities portrayed in the cartoon, and this will transition to the
frame. Each table will be given a Leader Frame to complete in
which they will come up with characteristics of a leader. We will
go over them in class. I will then pass out their right-side notes
for them to read and highlight individually. Afterwards, I will
pass out the “Crimes Against Humanity” worksheet along with
some resources to help them complete it. If they don’t finish,
assign the rest for homework. Then I will pass out the Exit Slip
before the end of class to be completed.
The “Bellringer” will have students analyzing a political cartoon
and accessing their prior knowledge. The closure will assess
what they learned during class by having them explain how each
of the three leaders shown at the beginning of class have in
common.
Detailed Lesson Plan
Title: Axis Power Leaders
Grade and Subject: 7th Grade U.S. History 1865 to Present
Time Allotted: 42 Minutes
SOL #:
USII.7a
NCSS Theme:
Power, Authority, and
Governance
What is the guiding
question for this lesson?
What is fascism, and how does it apply to
Must be presented in the
the leaders of the Axis Powers?
lesson to students
How will student
Just Do It, Frame, Crimes Against Humanity
understanding be assessed? Worksheets, Exit Slips, Observation,
-include assessments.
Questioning, Discussion
Key Concepts (no definition necessary):
• Fascism
• Adolf Hitler
• Benito Mussolini
• Hideki Tojo
• Axis Powers
SWBAT (as many as required by lesson):
#1. Students will be able to brainstorm and explain the makings and credentials of
a “leader.”
#2. Students will be able to extract important information from text relating to
World War II leaders
#3. Students will be able to apply their knowledge of the causes of WWII though a
creative process.
Materials:
• SmartBoards (Handout for personal use)
• Textbooks (class set)
• Right-Side Notes
• Crimes Against Humanity Worksheets
• Exit Slips
• Interactive Notebooks
Just Do It (hook):
Take a look at the cartoon depicted on the SmartBoard. Who is being depicted
here? What countries do they represent? What are they doing? Do you see any
symbolism? How does this relate to World War II?
Obj #
1
Description of Lesson Procedure
Check for Evidence of
Understanding
Framing Activity
Discussion
Observation
After the Just Do It!, pass out the
framing activity to each table. Have
them work on it together, then go
over some of their responses on the
Smartboard.
Transition: As we will see throughout the unit, there are both positive and
negative leaders. Today, we will cover the Axis Power leaders who were
known for many atrocities throughout their lifetimes.
2
Pass out the right-side notes for the
Right-Side Notes
axis powers. Direct them to tape it on Observation
the next right-side page. They should
read the entire thing and highlight
information they think is important.
Transition: Now, I want you to use your notes and the other materials
provided to complete your “Crimes Against Humanities” worksheet.
3
Pass out the “Crimes Against
“Crimes Against
Humanities” worksheet and tell the to Humanities” Worksheet
tape it on the left-side. Give them
Discusison
some time to complete this in class,
and go over some of their responses.
Closure (How does this come back to the guiding question):
• (Exit Slip) Explain what the leaders Hideki Tojo, Benito Mussolini, and
Adolf hitler have in common. Write a well-constructed paragraph with
complete sentences. Please edit your writing.
• This relates back to the original questions by having them think about how
each of the three Axis leader have in common (fascism).
Modifications/Differentiation:
• Give handouts of the SmartBoards and PowerPoint to students who have
trouble viewing the boards.
• Allow students to write and draw on the worksheets instead of just writing
responses.
• Allow students extra time outside of class to work on their “Crimes Against
Humanities” worksheets.
• Have students work in groups on the Exit Slips.
THE AXIS LEADERS OF WORLD WAR II
BIG IDEA: After World War I there was political instability and economic devastation in
Europe. This included worldwide depression, high inflation, and massive unemployment.
Many people in Europe were unhappy with their living conditions. The people of Italy and
Germany looked towards powerful, Fascist dictators, who promised to improve their lives. In
Japan, the country was controlled by an aggressive military leader. These dictators led the
countries that became known as the Axis Powers.
FASCISM: A political philosophy in which total power is given to a dictator and individual
freedoms are denied. People live for the state (their country), and pledge total allegiance to
their dictator. Nationalism and, often, racism are emphasized.
AXIS LEADERS
Adolf Hitler: In the 1920s Austrian born Adolf Hitler, a man with strong beliefs about
German greatness became the leader of the Nazi Party. Hitler was able to increase his support
and power because the desperate German people were happy to hear his message about the glory
and strength of Germany. He was smart and used propaganda to influence people. By 1932
Hitler had total control over Germany and became a dictator.
Benito Mussolini: an Italian soldier who risked his life during World War I. At the end of
the war Mussolini was frustrated with his government’s failure to improve the declining
economy. Mussolini wanted to return to the glory of the Roman Empire and believed Italy
could return to the strength and glory of Rome. This idea sounded great to many Italians.
Mussolini’s Fascist party placed an emphasis on militarism and promised to bring Italy back to
glory. In 1922 Mussolini became Prime Minister and increased his power to become Italy’s
dictator.
Hideki Tojo: the son of an army officer was educated at the Imperial Military Academy
eventually rising to the rank of a General. Tojo was an extreme militarist who advocated for
total war. In the early 1930s the Japanese military stopped listening to the civilian government
and by 1932 had taken over Japan. Tojo rose from an Army chief to Minister of War to
eventually becoming the Prime Minister in October of 1941. This was only two months before
the attack on Pearl Harbor.
DIRECTIONS: Using chapter 26 in War, Peace, and All That Jazz and any other resources available to you, fill in the boxes
below. In the box next to the image of the Axis leaders, write the leader’s name, the country they represent, and at least
three important facts on why these leaders would be wanted for crimes against humanity. Include an illustration or symbol
to help you remember these bad guys.
What other leader during this time is considered a twentieth century monster? Why is this ironic?
____________________________________________________________________________________
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WRITING TO LEARN
Name__________________________
Date___________________________
Explain what the leaders Hideki Tojo, Benito Mussolini and Adolf Hitler have in common? Write
a WELL-CONSTRUCTED PARAGRAPH with complete sentences. Please edit your writing.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
______________________________________________________________________________
WRITING TO LEARN
Name__________________________
Date___________________________
Explain what the leaders Hideki Tojo, Benito Mussolini and Adolf Hitler have in
common? Write a well-constructed paragraph with complete sentences. Please edit your
writing.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________