Rise of Fascism and World War II Unit Plan

Ali Holmquist

Subject: World History

Grade Level: 9th Grade
Number of Students: 29 total students (2 classes)
Allocated Time: Eight 72-minute classes

Essential Questions
What led to the rise of fascism after World War I?
How does fascism lead to World War II?
Could a person like Hitler run a nation today?
Could a war like World War II ever happen again?
Is it ever justified to use weapons of mass destruction to end a war?

I Can
Define fascism and totalitarianism.
Identify and describe the totalitarian governments that emerged during the two
world wars.
Explain the different goals of fascist and totalitarian propaganda.
Identify and describe the totalitarian governments that emerged during the two
world war.
Explain the different ideologies of Nazism, Communism, and Fascism.
Explain the causes of World War II.
The facts that can lead to the rise of dictators.
Explain the causes of World War II.
Describe events that took place during World War II.
Locate Axis and Allied countries.
Describe what appeasement was and how it led to World War II.
Explain the differences between the Allies and Axis powers.
Explain the effects of dropping atomic bombs on Hiroshima and Nagasaki.

Standards
7.2.2 Inter-war Period Analyze the transformations that shaped world societies
between World War I and World War II by
examining the causes and consequences of the economic depression
on different regions, nations, and the globe
describing and explaining the rise of fascism and the spread of
communism in Europe and Asia (See 7.3.1 and 7.3.2)
 comparing and contrasting the rise of nationalism in China, Turkey, and
India (National Geography Standard 10, p. 203)

7.2.3 World War II Analyze the causes, course, characteristics, and immediate
consequences of World War II by
explaining the causes of World War II, including aggression and conflict
appeasement that led to war in Europe and Asia (e.g., Versailles Treaty
provisions, Italian invasion of Ethiopia, Spanish Civil War, rape of
Nanjing, annexation of Austria & Sudetenland) (National Geography
Standard 13, p. 210)
explaining the Nazi ideology, policies, and consequences of the
Holocaust (or Shoah) (See 7.3.2) (National Geography Standard 10, p.
203)
analyzing the major turning points and unique characteristics of the war
(See 7.1.5) (National Geography Standard 17, p. 219)
explaining the spatial and political impact of the Allied negotiations on
the nations of Eastern Europe and the world (See 8.1.4) (National
Geography Standard 13, p. 210
analyzing the immediate consequences of the wars end including the
devastation, effects on population, dawn of the atomic age, the
occupation of Germany and Japan (See 7.1.5; 8.1) (National Geography
Standard 6, p.195
describing the emergence of the United States and the Soviet Union as
global superpowers (See 7.1.5; 8.1) (National Geography Standard 6, p.
195)

7.3.2 Europe and Rise of Fascism and Totalitarian States Compare the ideologies,
policies, and governing methods of at least two 20th-century dictatorial regimes
(Germany, Italy, Spain, and the Soviet Union) with those absolutist states in earlier
eras. (See 5.3.5; 7.2.3)

Prior Knowledge
Students will need to know the causes and effects of Imperialism and World War I.
They need to know about the Treaty of Versailles and the implications it had on
Germany. Students should have basic knowledge of political ideologies.

Materials
TCI Chapter 23 Notebook Guide and Reading
TCI Ch. 23 presentation slides
Fascist Propaganda Placards
How Hitler Rose to Power video
https://www.youtube.com/watch?v=jFICRFKtAc4&t=34s
 Slides on Fascism, Communism, and Nazism
http://nehsushistory-ww2.weebly.com/lesson-3-the-rise-of-dictators.html
Venn Diagram for Fascism, Communism, and Nazism
Did WWI Lead to WWII video
https://www.youtube.com/watch?v=UBI6ZzaP2Uk
Nazi-Soviet Pact game rules and handouts
Stanford History Education Group (SHEG) Appeasement documents and
guiding questions
World History For Us All documents
Crash Course #38 World War II
Student questions sheets
Map of Europe coloring activity sheet and map
End of World War II and Effects Powerpoint
History of World War II (In One Take) video
https://www.youtube.com/watch?v=Fw6e9YBJUDc
Hiroshima: Dropping the Bomb video
https://www.youtube.com/watch?v=NF4LQaWJRDg&index=2&list=PLD7F1A06
CE1780AD5
Remembering Tragic Aftermath of Hiroshima Bomb
https://www.youtube.com/watch?v=FLlQ5GFWYpw&list=PLD7F1A06CE1780A
D5&index=4
US Troops Preparing to Drop the Atomic Bomb on Hiroshima
https://www.youtube.com/watch?v=A0eHCytkcHg
Fascism and World War II Kahoot

Weekly Schedule of Unit:

Day 1
Collect Russian Revolution cartoon strips
Introduce Rise of Fascism
TCI Preview
Answer preview questions: (1) What is art?; (2) How would you describe
good art?
Show each image of art and discuss if it as good art as a group first and
then as a class.
Describe and discuss degenerative art and why fascist leaders opposed
it.
Define and discuss fascist and totalitarian art
Vocabulary: fascism, corporatism, propaganda, coup, totalitarian
Homework: Section 2 and 3 of notebook guide

Day 2
Check homework
Introduction to Fascist Propaganda activity
 Discuss the typical elements of propaganda posters used by fascist and
totalitarian regimes.
Practice analyzing fascist and totalitarian art.
Nazi poster
Fascist and Totalitarian Propaganda Gallery Walk
Students will walk around, view and analyze different propaganda
posters while attempting to share secret information
Wrap Up Activity
Go over the government message of each propaganda poster and then
the secret information about the posters
Homework: Section 4 and 5 of notebook guide

Day 3
Check homework
Video: How Hitler Rose to Power
Students write a response: (1) How did Hitler rise to power?; (2) Do you
think it is possible for someone like Hitler to be in power again today?
Fascism, Communism, and Nazism slides/notes
Vocabulary Tableau (Fascism, Communism, Totalitarian)

Day 4
Handback responses from How Hitler Rose to Power video
Did World War I Lead to World War II video
The Nazi-Soviet Pact game
Students will be split into three groups and each group will appoint a
chairman.
Hand out the introductory backdrop sheet and go over the seven basic
foreign policy options.
Hand out the first situation sheet and let groups discuss their options.
Ask for decisions and score each group.
Repeat for the second, third, and fourth situation sheet
Post-game decision discussion
Why did the Soviet Union not make an alliance with Britain?
Did the Nazi-Soviet Pact make war inevitable?
Discuss Appeasement
Homework: SHEG Appeasement documents

Day 5
Collect homework
Review causes of World War II
World War II primary source documents (World History for Us All)
Students will answer questions based on primary sources.
Crash Course #38 World War II
Students will fill out an answer sheet that goes along with the video
 Homework: Complete document questions

Day 6
Handback Appeasement documents and collect primary source documents
Finish Crash Course video
World War II Map activity
Color the Axis Powers, Allied Powers, Axis-controlled countries, and
Neutral countries
World War II History Bomb

Day 7
End of World War II and Effects powerpoint/notes
Hiroshima and Nagasaki video clips and death totals
Rise of Fascism and World War II Kahoot for review
Review for assessment

Day 8
Rise of Fascism and World War II Assessment

Differentiation
Out of the 29 students, five students would need some type of differentiation.
In accordance to their Individual Education Plan (IEP) each student will receive
1.5x extra time on their assignments and tests.
Each of the students will receive copies of any notes at the beginning of the
lesson.
For the Gallery Walk activity, their assignment will be modified to instead of
having to analyzing eight propaganda posters, it will be required for them to do
five.

Assessments
Formative:
Entrance/Exit tickets
Writing responses to videos
Questioning at the beginning of the lesson and at the end
Kahoot
Turning in guiding questions
Venn Diagram

Summative:
Unit Test (see below)
Directions: Use the words from the box below to correctly fill in the paragraph. Words can be
used in their different parts ie equal and equality. (5 points)

A. corporatism
B. appeasement
C. fascism
D. blitzkrieg
E. totalitarian

In 1919, Benito Mussolini organized a new political movement known as 1.____. Using
the principles of 2.____, Mussolini helped his country modernize its industrial sector. In the
years that followed World War I, 3. ____ regimes arose in the Soviet Union, Germany, and
Spain. As Hitler gained power in the 1930s, countries, such as Great Britain and France, 4.____
Hitler by giving him the Sudetenland and signing the Munich Agreement. When war broke out
throughout Europe after Germany invaded Poland, Germanys military achieved remarkable
success due to the 5.____ strategy.

6-8. Read the excerpt below and answer the following questions. (3 points)

6. Who is the author of this text?

7. According to the author, how is land ownership determined?

8. What argument could be made against the authors justification for expansion?
9. Which country does not belong with the rest? Explain why. (2 points)

Great Britain Italy Soviet Union United States

10. The following quote above by Neville Chamberlain after the the Munich Conference in 1938
was an example of the policy of: (1 point)
A. Embargo
B. Militarism
C. Isolationism
D. Appeasement

11. Evaluate why the Treaty of Versailles was a cause of World War II. Give at least 2
examples and explain them. (2 points)

12-15. Arrange the following events in order of occurrence. (1st-4th). (4 points)

12. ___ Great Britain and Germany sign the Munich Agreement.
13. ___ Germany and Soviet Union agree to a non-aggression pact.
14. ___ Great Britain and France declare war on Germany.
15. ___ Hitler started to re-arm Germany.

16-19. Arrange the following events in order of occurrence. (1st-4th). (4 points)

16. ___ Victory in Europe

17. ___ Japan attacks Pearl Harbor.
18. ___ Germany invades Soviet Union.
19. ___ United States bomb Hiroshima and Nagasaki
20. Using the propaganda poster on the right, describe what message the
government is trying to convey. (3 points)

Be sure to list at least two elements that are being used in the poster.

21. Describe total war and give an example in World War II. (2 points)

22. How did Hitler go from citizen to dictator? (1 point)

Directions: Place the fascist leader with their appropriate country. (4 points)

23. ___ Adolf Hitler

24. ___ Joseph Stalin
25. ___ Benito Mussolini
26. ___ Francisco Franco
Directions: Read the excerpt below from the encyclopedia entry on Fascism that Benito
Mussolini wrote in 1932. Use this excerpt to answer 27 and 28.

27. According to point 3, what is the fascist attitude toward war? (1 point)

28. According to point 6, what argument does Mussolini make to criticize democracy and defend
dictatorship? (1 point)

Short Answer: Answer the following questions in complete sentences. (5 points each).

29. Use the graphs above to explain and your knowledge of social studies to answer the
following question:
Was it justified to use atomic bombs to end World War II? Explain why or why not.
30. In Mussolinis article defining fascism (point 9), he argues that the rise of authoritarian
states in Europe in the twentieth century was inevitable:
It is to be expected that this century may be a century of authority, a century of the Right, a
Fascist century. If the nineteenth was the century of the individual it may be expected that this
one may be the century of collectivism and therefore the century of the state.

Were the rise of fascist and totalitarian governments in Europe and East Asia
inevitable? Why or why not?

Reflection
Some possible challenges that might arise and how to address that:
Students are absent for the gallery walk activity.
Those who are absent will receive their own copies of the placards and will
have to fill in the matrix.
Activities or games run longer than expected.
Lessons will be adjusted accordingly and homework work time might be
reduced.
Technology does not work and cannot show videos.
Have transcripts ready if possible. If not, move onto next activity and come
back to the video when technology is working.
Students are not grasping the content from the lesson.
Review/reteach information the next day.