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How Do Dictators Achieve and Maintain Power? FAIRFAX COUNTY PUBLIC SCHO OLS - SOCIAL STUDIES – C3 INQUIRY LESSON FO R WORLD HISTORY 2 World History & Geography II Inquiry (240-270 Minutes) How Do Dictators Achieve and Maintain Power? Fidel Castro speaking at Havana’s May Day Celebration, May 2, 1961, http://www.historyofcuba.com/history/speech1.htm Supporting Questions- These are used to structure and develop the inquiry 1. What political, social, and economic challenges support the rise of dictators (Interwar Nazi Germany is used as a case study)? Overview – Dictators and Power 2. How do totalitarian states operate? 3. WhereHow do dictatorialare dictators governments able exist to today achieve and how do and they function?maintain power? Designed by Jeff Vande Sande & Craig Perrier 1 FAIRFAX COUNTY PUBLIC SCHO OLS - SOCIAL STUDIES – C3 INQUIRY LESSON FO R WORLD HISTORY 2 WHII.10: The student will apply social science skills to understand World War I and its worldwide impact. WHII. 11: The student will apply social science skills to understand World War II and its VA SOL Content worldwide impact. Standard WHII.12: The student will apply social science skills to understand the conflicts during the second half of the twentieth century. WHII.14: The student will apply social science skills to understand the global changes during the early twenty-first century VA SOL Skills 1a – Using Information Sources, 1c – Interpreting Information, 1e – Comparing & Contrasting, Standard 1 1f – Determine Cause/Effect, 1g- Making Connections 1j – Using Content Vocabulary Portrait of a Graduate Correlations HOOK: Students will analyze images of historical and contemporary dictators and complete a Introducing the “brain-dump” activity in which they list what they know about these leaders and their Question governments, and the concept of dictatorship in general. Supporting Questions - These are Used to Structure and Develop the Inquiry Supporting Question 1 Supporting Question 2 Supporting Question 3 What political, social, and economic How do totalitarian states operate? Where do dictatorial regimes exist challenges support the rise of dictators? today and how do they function? (Interwar Nazi Germany is used as a case- study). Formative Formative Formative Performance Task Performance Task Performance Task Students will complete a Students will engage in a Two Minute Students will complete an Iceberg Diagram in Characteristics of Totalitarian Interview activity in which they will which they will evaluate the underlying causes Governments Evidence Chart in learn about contemporary behind Adolf Hitler’s seizure of power. which they will find examples of how dictatorships and evaluate what Nazi Germany operated as a common characteristics and conditions totalitarian state. allow these regimes to function. Featured Sources Featured Sources Featured Sources A. WWII In Colour Video Clip A. F.D.R. quote A. “World’s Enduring Dictators” Article B. Uncertainty in Interwar Germany B. Interwar European dictatorships Handout (Parts 1-4) map B. Students will find additional C. Iceberg Diagram Handout C. Characteristics of Totalitarian sources States graphic organizer D. Students will find additional sources 2 FAIRFAX COUNTY PUBLIC SCHO OLS - SOCIAL STUDIES – C3 INQUIRY LESSON FO R WORLD HISTORY 2 ARGUMENT: How do dictatorships achieve and maintain power? Create an argument with a Summative claim and specific evidence in a 1-2 page essay. Performance Tasks EXTENSION: Students will respond to this prompt in a one-two page paper with a claim and specific evidence gathered from the previous days’ lessons. Students can collaborate with a government class to edit and extend their papers and then Taking share these with their English classes with then begin reading 1984 (or a similar text) later in the Informed semester. Action EXPLORE THIS BLOG POST FOR MORE INFORMATION ON TAKING INFORMED ACTION Guide students to the UN Sustainable Development Goals website and explore goal #16. Discuss Taking the goal 16 targets with students as articulated on the UN SDG website. Informed Action: UN Sustainable Development Goals Student Generated Questions (This is done throughout the inquiry) It is important to have students involved in the inquiry process; because of this, ask students to share questions and curiosities they have regarding the compelling question. These questions can be recorded during the inquiry process. Below are some suggested prompts to ask students. What questions came up during class? What are you wondering about? What information do you (still) need to answer the compelling question? How can you further your understanding of this topic? Where can you access additional sources or information on this topic? Who could be an additional resource for your inquiry? Record student questions in a “parking lot” (on a poster, white board, google doc) so that the class can readily access them. Throughout the inquiry, return to these questions and, if possible, weave them into your instruction and formative assessment. By intentionally soliciting and then addressing/using students’ questions, you develop their ability to ask questions, plan for future steps, and think about their thinking (metacognition). NOTE: It is possible to use these students’ questions as the supporting questions for the inquiry. If you do, you may need to make adjustments to your teaching and the resources identified for this inquiry. 3 FAIRFAX COUNTY PUBLIC SCHO OLS - SOCIAL STUDIES – C3 INQUIRY LESSON FO R WORLD HISTORY 2 Optional Background Resources 1. Hannah Arendt, On Totalitarianism. Several easy to find quotes available online that would be good for in-depth analysis of totalitarianism in the 20th century. 2. Jim Powell, “How Dictators Come to Power in a Democracy.” Forbes. Feb. 5, 2013. https://www.forbes.com/sites/jimpowell/2013/02/05/how-dictators-come-to-power-in-a- democracy/2/#c7b310967a55 3. WWII In Colour episode one, “The Gathering Storm,” documentary on Youtube. https://www.youtube.com/watch?v=zjTgMbkZcbM. Useful for portions on the rise of Mussolini and Franco as well. General Types of Supports Graphic Organizers – Over a dozen 53 Ways to Check for Document Analysis Tools from the free styles you can customize and Understanding -- A collection of National Archives and Library of download. formative assessments. Congress 4 FAIRFAX COUNTY PUBLIC SCHO OLS - SOCIAL STUDIES – C3 INQUIRY LESSON FO R WORLD HISTORY 2 Introducing the Compelling Question – The Hook (10 Minutes) How do dictators achieve and maintain power? Compelling Question Source A: Image collage of historical and contemporary dictators Featured Source(s) Regarding Copyright Info – This image is in FCPS E-Cart Assessment Items. However at the time that this was created, I could not get into Horizon as it was down. INSTRUCTIONS/PROCESS FOR INTRODUCING THE COMPELLING QUESTION: This hook is meant to get students thinking about what characteristics define a dictatorial form of government. To begin this class discussion students will be presented with images of contemporary and historical rulers (kings/dictators/presidents) who preside over an authoritarian form of government. The examples were chosen to be historical and contemporary figures that students will be familiar with so that they can use background knowledge to build a foundational understanding of the similarities between the images, the rulers, and their governments. Once students have analyzed the collage independently and listed any commonalities between the images or the leaders themselves, the teacher will lead the students in a “brain-dump” activity in which a class list will be generated from the student responses to image collage. The teacher can answer questions about any of the dictators that the students raise and this may be a good opportunity for connections if students are able to identify any of the contemporary dictators and are able to bring in any outside information concerning relevant current events. The teacher can also ask students is dictators control all aspects of their country’s society, then what does that tell us about these images or photographs? Who gets to take, and also release these photographs? If the dictators are controlling the media, then what do these images tell us about how they want their people and the international community to view or interpret them? How does this help us consider our compelling question? Once the “brain-dump” activity is complete, the teacher will introduce the compelling question of “how do dictators achieve and maintain power?” The teacher can also record the impressions of the image collage and results of the class discussion as a list of ideas for students to refer back to as they attempt to answer the compelling and supporting questions over the next several activities. Introducing the Compelling Question – Featured Sources Featured Source Source A: Images of Dictators Collage 5 FAIRFAX COUNTY PUBLIC SCHO OLS - SOCIAL STUDIES – C3 INQUIRY LESSON FO R WORLD HISTORY 2 6 FAIRFAX COUNTY PUBLIC SCHO OLS - SOCIAL STUDIES – C3 INQUIRY LESSON FO R WORLD HISTORY 2 Gaddafi: http://tmagazine.blogs.nytimes.com/2011/04/19/off-pitch-muammar-mia/ Putin: https://www.thesun.co.uk/news/2000837/russian-leaders-funniest-pics-show-him-riding-a-horse-topless- hosting-public-judo-sessions-and-using-machine-guns-to-hunt/ Louis XIV: https://en.wikipedia.org/wiki/Louis_XIV_of_France Castro: https://www.pinterest.com/pin/519813981975158436/ Hussein: http://www.businessinsider.com/heres-what-life-in-iraq-was-like-under-saddam-hussein-2014-7 Kim Jong-Un: http://www.dailymail.co.uk/news/article-2155861/We-thought-Justin-Bieber-coming-North-Korean- leader-Kim-Jong-Un-makes-children-weep-official-visit.html Mussolini: http://www.gettyimages.co.uk/photos/benito-mussolini- speech?excludenudity=true&sort=mostpopular&mediatype=photography&phrase=benito%20mussolini%20speech Stalin: https://blog.richmond.edu/psyc449/2010/12/02/joseph-stalin-rise-fall-repeat/ Student Generated Questions (This is done throughout the inquiry) It is important to have students involved in the inquiry process; because of this, ask students to share questions and curiosities they have regarding the compelling question. These questions can be recorded during the inquiry process.
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