PBI Unit Project

TEKS ADDRESSED: World History (9) History. The student understands the impact of totalitarianism in the 20th century. The student is expected to: (A) identify and explain causes and effects of World Wars I and II, including the rise of nazism/ fascism in Germany, Italy, and Japan; the rise of communism in the Soviet Union; and the Cold War; and (B) analyze the nature of totalitarian regimes in China, Nazi Germany, and the Soviet Union.

CONCEPT STATEMENT: Politics began to change towards the beginning of the 1920s. This was caused by World War I and the Great Depression. In parts of Europe, people began looking towards extreme systems of government. It is important to understand how the change in politics in some of these countries led to World War II. Students should recognize the different styles of extreme government that took place in European counties as well as Japan.

PERFORMANCE OBJECTIVES: Students will be able to:

Analyze factors leading to extreme governments of Nazism and Fascism and identify and distinguish the differences between them
Identify and describe the democratic struggle in Japan
Identify the countries that fell to dictators

RESOURCES: Text book (McDougall Littell, World History: Patterns of Interaction)

SAFETY CONSIDERATIONS: None

SUPLEMENTARY MATERIALS, HANDOUTS: Politics Worksheet, Word Envelope

ENGAGEMENT		Time: _____10___
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
The first thing I will do to get my students interested is a word envelope. The students will get into groups of three or four and go through the words (Nazi, Hitler, Fascism, Japan, Germany, etc.) in the envelope and try to group them the best way they can. After the students finish the groups will discuss why they grouped them in that way. I will not tell them the right answer, because this will keep them interested during the lesson.	I want you to group these words the best way you can? What do some of the words have in common?	What if we have no idea what to group the words in? What is Fascism? What is a Nazi?

EXPLORATION		Time: ____15____
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Lecture over the politics at the time of WWII. Lecture: -Nazism: Hitler, rise of power, policies -Fascism: Mussolini, rise of power in Italy -Japan: The struggle of power Get the students to stay in their groups and as we discuss each topic in politics get the students to re-order their groups that they had their words in. Also have the students make a rough concept map that they can group main topics and words together.	What are some of your ideas on politics at this time? Why would you have this idea under this main topic? What are some of your main topics in your concept map?	The students might have a hard time making a concept map.

EXPLANATION		Time: ____7____
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
I will get the students to explain their concept map and discuss what they did right or wrong in the map.	Why do you think your concept map is correct?	Students will explain their concept map.

ELABORATION		Time: __8_____
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
The students will create a final draft of their concept map over the lecture notes and the discussion they had in the class. This will give them something to refer to in the future.		Students may have questions over the worksheet.

EVALUATION		Time: ___5_____
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
The students will be evaluated by creating a focused listing on a piece of paper over the material they learned in class. This is CAT 2	I will explain to the students that this will be how they are going to get evaluated.