10 Day Lesson Plan

The University of Mississippi School of Education
Written Unit Plan

Understanding by Design (UBD)
Unit Cover Page
Unit Title: __The Years of Crisis(1919 to 1939)__ Grade Level______9th through 12th
___
Subject/Topic Areas: ______World History- Between the World Wars_______
Key Words: __Crisis, Depression, Germany, United States, Weimar Republic, Russia
Designed By: _______Jesse Tyler Hisaw________Length of Unit: _11 days
School District: _______Lee County __________School: ___Saltillo High School_
Brief Summary of Unit:
The unit will be about the years between the World Wars (1919 to 1939). The unit
starts off about the new movements in Literature, Science, Arts and Technology.
Then it transitions to the financial collapse of the U.S. economy and its affects
around the world, and then to the aggressiveness of Germany and the appeasement
policy.
List and attach Print Materials/Resources
Primary source reading

Enrichment Activity 17( No Laughing Matter: Interpreting Political Cartoons)
People in World History Activity 17( Amelia Earhart and Eleanor Roosevelt)
Map Quiz
Vocabulary Quiz
Unit Test
Chapter 15 assessment pages 486-487 of Modern World History book
Bring my old aviators cap when talking about airplanes
Fill in timeline worksheet
The Nazis-Chaos and Consent episode
The Nazis-Helped into Power episode
Question sheets pertaining to the episodes
List and attach Internet Resources/Links

YouTube video of speeches by Hitler and Mussolini
https://www.youtube.com/watch?v=YZf4kz7EsZ4
Article about Fascism, Communism, Socialism, and Nazism

http://blogs.howstuffworks.com/brainstuff/how-socialism-communismfascism-and-nazism-work.htm
Contextual Information
1. Knowledge of characteristics of students
Age-Range, Gender, Total number of students

o Ages range from 15 to 18,
o There are 18 males and 10 females
o Total number is 28 students
o 20 Caucasian
o 1 Latina
o 5 African American
Achievement Levels (Remedial, Average, Advanced/ Accelerated, or specify
range in percentiles or grade equivalent)
o Achievements levels are a mix of Remedial and Average
Socio-Economic Description
o Middle class
Typical Demeanor of Students
o The students are ready to learn but like any number of students
anywhere become talkative when given the chance, but also great at
classroom discussion
Typical Interest and Involvement of Students
o The students are either a member of a sport or part of the band
2. Knowledge of students varied approaches to learning (Include

information from learning styles
inventory)
No students had taken a learning styles inventory before, so most likely all
students studied the same by reading over their notes. After the learning
styles inventory one third of students were auditory while two fifths were
visual and kinesthetic learners.
3. Knowledge of students skills and prior learning
This World History class is the first history class they have had in high school,
while others have had U.S. History, and are just taking this class to finish
their history credits for high school. Students are good communicators and
can discuss historical questions in an orderly manner.
4. Knowledge of community and school district (Include a description of

the community and school
district)
The school district is rapidly growing and the community is rapidly growing as
well. The growth rate has been about 37 percent annually. The community is
growing economically and housing cannot be built fast enough to
accommodate the people wanting to move to Saltillo. The most common
economic standpoint of the population is the upper middle class and the next
most common is lower middle class. Also the school has already had to add
on building to their school buildings.
o http://www.city-data.com/city/Saltillo-Mississippi.html-
Stage 1 Identify Desired Results

(Stage 1 completed once for the unit)
Goal: Identify overall goal (s) of the unit based on the Mississippi
Curriculum Frameworks
and/or the Common Core Standards.
CCSS.ELA-LITERACY.RH.9-10.2--Determine the central ideas or information of

a primary or secondary source; provide an accurate summary of how key
events or ideas develop over the course of the text.
CCSS.ELA-LITERACY.RH.9-10.3--Analyze in detail a series of events described
in a text; determine whether earlier events caused later ones or simply
preceded them.
CCSS.ELA-LITERACY.RH.9-10.4--Determine the meaning of words and phrases
as they are used in a text, including vocabulary describing political, social, or
economic aspects of history/social science.
CCSS.ELA-LITERACY.RH.9-10.5--Analyze how a text uses structure to
emphasize key points or advance an explanation or analysis.
CCSS.ELA-LITERACY.RH.11-12.9--Integrate information from diverse sources,
both primary and secondary, into a coherent understanding of an idea or
event, noting discrepancies among sources.
D2.His.1.9-12.-- Evaluate how historical events and developments were
shaped by unique circumstances of time and place as well as broader
historical contexts.
D2.His.12.9-12.-- Use questions generated about multiple historical sources
to pursue further inquiry and investigate additional sources.
D2.His.14.9-12.-- Analyze multiple and complex causes and effects of events
in the past.
Understand the impact of political, technological, economic, cultural,
religious, and
demographic changes within the global community.
Understand causes and consequences of contact, cooperation, and conflict

(e.g.,
diplomatic, economic, political, cultural/ethnic, military, biological) between

various
societies, nations, and groups of people.
Understand different political systems in the Modern Western World and their
impact
on the respective societies that adopted them.
What understandings are desired?

The students should understand that World War II was part of the result of the treaty
that ended World War I. The students should also learn that world economic
troubles also played a major part in allowing the Axis leaders to gain power and
control of their country.
Daily objectives:
Day 1:
Compare the difference in isolationism, fascism, totalitarianism. (DOK 3)
Show an understanding of the layout of Europe after World War I. (DOK 2)
Recognize ideas, groups, and titles of people during this time period. (DOK1)
Day 2:
Explain the crises that paved the way for the March Revolution and the end of
czarist rule. (DOK3)
Summarize the Bolshevik Revolution and its outcome. (DOK2)
Explain Lenins reforms and the rise of Stalin. (DOK3)
Summarize Stalins state-controlled economic programs. (DOK2)
Day 3:
Explain how new scientific theories challenged old beliefs. (DOK3)
Describe how the brutality of war prompted philosophers and writers to explore new
ideas. (DOK1)
Summarize new styles in art literature architecture and music. (DOK2)
Identify the changing roles of women. (DOK 1)
Trace new technological advances. (DOK2)
Day 4:
Describe the impact of World War I on Post War Europe. (DOK1)
Identify the problem faced by the Weimar Republic. (DOK 1)
Trace the events that led to the financial collapse of the U.S. Economy. (DOK 2)
Analyze the worldwide effects of the Great Depression. (DOK4)
Day 5:
Describe Mussolinis creation of a Fascist state in Italy. (DOK1)
Discuss the rise of Hitler, the Nazis, and extension of Hitlers Power. (DOK 3)
Trace the shift from democratic governments to dictatorships in Eastern Europe.
(DOK 2)
Day 6:
Identify the leaders of Fascist Countries. (DOK1)
Find the cause and effect of weak democratic governments. (DOK2)
Day 7:
Differentiate the European countries. (DOK 3)
Distinguish where countries are located on a map. (DOK2)
Day 8:
Summarize why British and French appeasement and American isolationism failed
to stop Fascist aggression. (DOK3)
Trace moves of European Fascist in seeking world power. (DOK2)
Day 9:
Recall information that we have discussed throughout the lesson. (DOK1)
Use context clues from text to answer questions. (DOK2)
Day 10:
Name important leaders during 1919 to 1939. (DOK1)
Draw conclusions on critical thinking questions during review. (DOK3)
Day 11:
Analyze the worldwide effect of the Great Depression. (DOK 4)
Describe the impact of World War I on Postwar Europe. (DOK1)
The students will:
Be interactive with each lesson when asked discussion questions.

Be respectful to teacher and students by not being disruptive and calling out
answers.
Work well with others when in groups and never condemn an answer from another
student
Have a good learning class experience.
Stage 2 Planning Assessment
Performance Task(s): Political Cartoon Project
Test/Quiz Item(s): Unit test, Map quiz, and Vocabulary test
Informal Check(s): Political cartoon Project, Map quiz, and chapter 15 assessment,
pretest of unit
Academic Prompt(s):
What were the advantages and disadvantages of being under Fascist rule?
What weaknesses made the League of Nations an ineffective force for peace
in the 1920s and 1930s?
How did Russia change from a monarch to a dictatorship?
What lead to the dictatorship of Germany when they had become a
democracy after World War I?
How important are political cartoons and what information can you get from
them?
How did the Fascist party begin in Italy?
How much has the map of Europe changed since the end of World War I?
What technological advance changed the everyday lives of the average
American citizen?
Why was Spain not involved in World War I?
Did the way Mussolini and Hitler speak have any effects on their popularity?
Stage 3 Daily Lesson Plans

STAGE 3: Daily Plans
Monday
Bellwork
Tuesday
Bellwork
Wednesday
Bellwork
Thursday
Bellwork
Friday
Bellwork
This day in
History
This day in
History
This day in
History
This day in
History
This day in
History
Pretest by
Cellphone
Revolution in
Russia, Lenin,
Stalin,
totalitarianism
Revolutions in
science, and
literature, Art,
Roaring
twenties,
technological
advances
Weimar
Republic,
financial
collapse,
Great
depression,
world confronts
crisis
Vocabulary test
Primary source
reading
worksheet
You Tube video

of speeches by
Hitler and
Mussolini
Vocabulary
lookup
Give map quiz
study sheet,
political cartoon
project
Groupwork with
cause and
effect of
revolutions and
key terms
No Laughing
Matter
worksheet
Technology
groupwork
People in World
History Activity
Groupwork
Rise of
Fascism in Italy
and Germany
Other countries
fall to dictators
Monday
Bellwork
Tuesday
Bellwork
Wednesday
Bellwork
Vocabulary
review
Thursday
Bellwork
This day in
History
This day in
History
This day in
History
This day in
History
This day in
History
The Nazis:
Helped into
Power
Map Quiz
Japan, Italy, and

Germany
become
aggressive
Chapter 15
assessment
page486-487
#1-18, 1-3
Unit test
Appeasement
policy, Munich
Conference
Unit test review

Game of
baseball
Answer
questions while
watching
The Nazis:
Chaos and
Consent
Answer
questions while
watching
Presentation of
Political Cartoon
Project
Friday
Bellwork
Daily Lesson Plan

Day: (Day 1) Monday
Objectives:
Compare the difference in isolationism, fascism, totalitarianism. (DOK 3)
Show an understanding of the layout of Europe after World War I. (DOK 2)
Recognize ideas, groups, and titles of people during this time period. (DOK1)
Materials:
Notebook paper, book, computer, Projector, No Laughing Matter Worksheet, Political
Cartoon Project and Rubric, Map Quiz study sheet, cell phone for pretest.
Opening (Set):
I.
Bellwork: How do you think World War I changed the way people and
country leaders think?
II. The objective is to get acquainted with terms and places of the era we are
about to learn about.
III. Make the students realize that if it was not for the people and events in this
time period, the lives we live would be very different.
IV. This day in History: KDKA of Pittsburgh, Pennsylvania starts broadcasting
as the first commercial radio station in 1920, Adam Martin Wyant became the
first formal Pro American Football player elected to U.S. Congress in 1920.
Learning Tasks (Procedures):

I.
II.
III.
IV.
Allow students to do Bellwork for around 5 minutes then discuss the question
among the class for 5 to 10 minutes.
Tell the students this day in History
Give students the map quiz study sheet and tell them to quiz for it will be in a
week. Also, give them a plain sheet of copy paper and the rubric for the
Political cartoon project. Show examples of political cartoons of the time
period we will be discussing and explain toe project to them. That they will
create an original political cartoon pertaining to this period of time in World
History, and on the back of the copy paper write at least a paragraph or two
explaining why they drew what they drew and what it represents, and that
when they present in a week and a half they will get up and present their
cartoon to the class and explain it to the class.
Then tell the first person of each row to get a head count and get books for
their row.
V.
VI.
Then pull up the vocabulary list on the projector and allow them to look up
the terms in their chapter or from the back of the book.
There are several students that are special needs and take them a while to do
tasks. So if everyone gets done in time, have them to get into groups that
they are assigned to and work on the NO laughing Matter: Interpreting
Political Cartoons worksheet. They are not allowed to write on the worksheet
so they will put their answers on a piece of notebook paper and have the
members of their group on the paper when they turn it in at the end of class.
Closure:
I.
Remind the students to look over and learn their vocabulary because they will
not fully understand the chapter if they do not know the terms.
II. Remind the students of the vocabulary test and map quiz that is coming up
and that they need to make sure they study.
III. Tell the students that tomorrow we will discuss the Russian Revolution during
World War I and its effects on the country.
Differentiated Instruction:
Enrichment:
The students, when finished with their vocabulary and worksheet, they can go to
the library and find a book written by one of the authors of the lost generation since
we will be discussing them later.
Intervention (students struggling or in the tier process/response to
intervention):
The students, when finished with their vocabulary and worksheet, can go ahead and
read from the book what we will be discussing tomorrow.
Accommodation (Students in Special Education with IEP):
I will have the vocabulary words and definitions ready to give the Special Ed
teacher.
Daily Lesson Plan

Day: (Day 2) Tuesday
Objectives:
Explain the crises that paved the way for the March Revolution and the end of
czarist rule. (DOK3)
Summarize the Bolshevik Revolution and its outcome. (DOK2)
Explain Lenins reforms and the rise of Stalin. (DOK3)
Summarize Stalins state-controlled economic programs. (DOK2)
Materials:
Notebook paper, book, computer, Projector, cause and effect worksheet.
Opening (Set):
I.
Bellwork: Imagine what it would be like if we had no freedom to choose what

you could buy, where you work, what you eat, and what you say. What would
you miss the most, and why?
II. The objective for today is to understand the causes and effects of the
revolution in Russia
III. In your opinion, are Vladimir Putin and Stalin similar or different? If the
students are unsure, have them look this question up that night for
homework.
IV. Today in History: Poland declares independence from Russia in 1918.
I.
II.
III.
IV.
V.
VI.
VII.
Allow students to do Bellwork for around 5 minutes. Then discuss the

question among the class for 5 to 10 minutes.
Pull up power points and begin discussing about Russia and how the current
leader Czar Alexander III stopped all reforms and went back to Autocratic rule
or total power.
The constant censorship and exiling of people who opposed Alexander III,
Bloody Sunday (the revolution of 1905), and World War 1, rioting broke out
causing the Czar to step down.
Lenin after being exiled returns to lead the Bolshevik Revolution against the
Red Army, and Lenin takes over.
Lenin gains order with his new economic policy but after health issues Stalin
uses his power to become dictator after Lenin dies.
Stalin turns to Totalitarianism, uses great censorship in every all parts of daily
life to keep order and takes over the economy.
VIII.
IX.
X.
XI.
After power points, have students divide into their groups and analyze the
cause and effects of the Bolshevik Revolution.
Have them write them on the Cause and Effect chart for the Russian
Revolution and we will discuss it.
If there is still time left have them work with key terms that are related to
totalitarianism. Have them create a chart that defines the word, and then
give examples of the word as it pertained to Russia.
The terms include: Indoctrination, propaganda, censorship, religious
persecution, ethnic persecution, police state.
Closure:
IV. Ask the students if they would rather have a country under Stalin or Lenin and
why. This way they will go back over what they learned in their mind to tell
me the answer.
V. Remind the students that this happened during World War I and is the reason
why they withdrew from the war from the past lesson.
Enrichment:
Have the students do the cause and effect chart.
intervention):
Have the students do the graph with the key terms of totalitarianism so they can
better familiarize themselves with those important terms.
I will explain the terms even more so after the key terms exercise so they can better
understand the terms, and also have materials for the Special Ed. Teacher.
Daily Lesson Plan

Day: (Day 3) Wednesday
Objectives:
Describe how the brutality of war prompted philosophers and writers to explore new
ideas. (DOK1)
Summarize new styles in art literature architecture and music. (DOK2)
Identify the changing roles of women. (DOK 1)
Trace new technological advances. (DOK2)
Materials:
Notebook paper, book, computer, Projector, People in World History Activity.
Opening (Set):
I.
II.
III.
IV.
V.
Bellwork: What amendment stopped the selling of alcohol, what was

the term called and who pushed it to get passed?
The objective is to understand the way we live life today is because
of the revolution in science, art and literature.
Ask the students during discussion of Bellwork: During this time in
American history, what do you think sprung up in big cities like
Chicago.
Tell the students that if it was not for the minds during this time
period, the lives we live today would most likely be very different than
today.
This day in History: In Egypt, British archaeologist Howard Carter
and find the entrance to Pharaoh Tutankhamuns tomb in the Valley of
the Kings in 1922, Nellie Tayloe Ross of Wyoming was elected first
female governor in the U.S. in 1924

I.
II.
III.
Turn off lights so that way the students can see the projector screen. Then go
over the scientific revolutions of the time period and ask if there is anything
different about any of them because one of them is a woman and at this time
IV.
V.
VI.
is when women were beginning to protest for more equality and rights.( show
pictures and examples of what they accomplished)
Then go over the revolutions in arts, and literature and give examples of
Louis Armstrong( Father of Jazz) and show a picture of him and have the
students listen to one of his songs, F. Scott Fitzgerald( The Lost Generation)
and examples of his work and accomplishments, and Salvador Dali(argued
father of surrealism) and give examples of his work and ask the class what
they feel and think when they see his paintings and artwork. Then go over
technological advances.
Tell students to get into four groups by going down each row and counting off
each student 1 to 4 and have each group get together and have group 1 look
up automobiles, group 2 airplanes, group 3 radio, and group 4 movies. And
have them write down how these things changes the lives of people in the
1920s and 1930s and will have a chart on the board.
If there is time left, then have the students get back into their assigned
groups and work on the worksheet People in World History Activity. Remind
the students that they cannot write on the worksheet so use a piece of
notebook paper and have all their group members names on the sheet when
they turn it in.
Closure:
I.
II.
III.
Remind the students that the way we live life today is because of the
revolutions in science, art and literature.
Quickly ask the students questions about the technology advances such as
who was the first man to fly across the Atlantic Ocean.
Tell the students that tomorrow they will start on the Great Depression and
how it affected countries world wide
Enrichment: During the lesson I will have pictures of the people that caused the
revolutions in the 1920s and have the students tell me who they are.
Intervention (students struggling or in the tier process/response to intervention):
During the lesson, I will give the students a sheet that they can use to place the
people and what they did during this time in American history.
Accommodation (Students in Special Education with IEP): I will make sure they have
the worksheet with the people on them and correctly have the appropriate
information and anything else that they need to study for the test, like examples of
the vocabulary terms, that are relevant so they can link them together when they
study.
Daily Lesson Plan

Day: (Day 4) Thursday
Objectives:
Describe the impact of World War I on Post War Europe. (DOK1)
Identify the problem faced by the Weimar Republic. (DOK 1)
Trace the events that led to the financial collapse of the U.S. Economy. (DOK 2)
Analyze the worldwide effects of the Great Depression. (DOK4)
Materials:
Notebook paper, book, computer, Projector, Primary Source worksheet.
Opening (Set):
I. Bellwork: What all factors can lead to a depression in a country?
II. The objective for today, is understanding the reason Fascism rose to power.
III. Imagine if the same circumstances that happened to Germany after World
War 1 were the same that happens tomorrow. Over time would the people of
America
IV. This day in History: Adolf Hitler holds secret meeting and states his plans for
acquiring living space for the German People in 1924.
I.
II.
III.
IV.
V.
VI.
Allow students to do bellwork for around 5 minutes then discuss the question
Tell the students this day in History.
Do activity where I give the students two candidates in an election. One has
a democratic stage while the other promises to get things done with a
different non-democratic stage and take a poll of the students who they
would choose. Using that poll I would begin the lesson of the weak Weimar
Republic of Germany and her attempts to create stability.
Then start the power points and begin lesson on the Weimar Republic (weak
Democracy) and the inflation of currency and the governments failed
attempts to create stability (show pictures of the inflation with the children
using stacks of money as building blocks
Then move from that to the financial collapse of the United States and how
that affected the rest of the world and how other countries attempted to stop
the effects of the depression world wide
Then have students get into their groups and complete the Primary source
worksheet. Remind students that they cannot write on worksheet so make
sure on their notebook paper they have all their group members names on it
when they turn it in.
VII.
Then review for the vocabulary test that is tomorrow by having them get a
sheet of paper and numbering 1 to 26. Then say the definitions of the
vocabulary words and have them write down the vocabulary word. After all
definitions have been said, go over each term and have the students tell
what they thought the vocabulary word was. They need to circle on their
paper so they will know which vocabulary words to study more on.
Closure:
I.
II.
III.
Remind the class that because of the economic depression worldwide, the
people of countries, especially Germany and Italy, begin to lose hope and
faith in democracy and turn toward different types of government such as
Fascism. This added to the German inflation rates allowed for Hitler and the
Nazi party to take over with Fascism rather quickly.
Ask the question of who were the leaders of the Fascist countries of Italy and
Germany
Remind the students that they have a vocabulary test tomorrow and need to
study
Enrichment:
Have the students look up this article to read about Fascism, Socialism, Nazism, and
Communism. http://blogs.howstuffworks.com/brainstuff/how-socialism-communismfascism-and-nazism-work.htm
intervention):
Give students a worksheet that shows a series of events to help them study.
I will have materials for the Special Ed teacher of what we went over today and for
tomorrows test.
Daily Lesson Plan

Day: (Day 5) Friday
Objectives:
Describe Mussolinis creation of a Fascist state in Italy. (DOK1)
Discuss the rise of Hitler, the Nazis, and extension of Hitlers Power. (DOK 3)
Trace the shift from democratic governments to dictatorships in Eastern Europe.
(DOK 2)
Materials:
Notebook paper, book, computer, Projector, Vocabulary test.
Opening (Set):
I. Bellwork: Why do you think Fascism rose to power quickly in Europe?
II. The Objective is to explain the rise of Fascism in Europe?
III. Have the students think if Fascism could ever take over America and if so
why.
IV. Today in History: Parker Brothers acquires forerunner patents for Monopoly
from Elizabeth Magie in 1935, Memphis, TN, becomes first major city to join
the TVA in 1934.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
Allow students 10 minutes of study time before the vocabulary test is handed
out. The students can study in pairs if they are quiet enough not to disturb
surrounding students.
Hand out test; make sure to tell the students to not cheat but take their time
and that the test is double sided so dont forget to complete the back. Also
remind student after they get done and there are students still taking the
test, to stay quiet or read a book and not disturb and distract them.
Walk down aisles and answer any questions students may have during the
test.
There are several that take a long time to take tests, and they will be the last
ones done. Do not rush the students they normally get it done before the
bell.
If everyone gets done before the bell rings go ahead and start on section 3.
Section 3 is talking about the rise of Fascism in Germany and Italy. Turn on
the power points and discuss how Mussolini and Hitler take control and how.
Also talk about how they make speeches. Watch a youtube video comparing
the two speakers and have the students discuss what they see the leaders do
and their tone of voice.
Here is the link https://www.youtube.com/watch?v=YZf4kz7EsZ4
If there is not enough time, complete tomorrow before we watch an episode
about Hitler.
IX.
X.
Closure:
I.
Ask the students what we went over today, so they can tell the objective to
me, and what was learned.
II. Ask questions about how Hitler and Mussolinis speeches were so effective
and if that ability helped them gain power
III. Tell the students that tomorrow we will watch an episode and answer
questions and finish Section 3 if it did not get finished today.
Enrichment:
Have the students think about how the two Fascist leaders made their speeches and
ask them what does their body language and tone of voice suggest and why.
intervention):
Make sure students remember the campaign exercise we did the day before to help
explain how the people in these countries backed these dictators so much
Allow them to take their time on the test and make sure they have Hitler and
Mussolini in their worksheet that helps them keep leaders and countries separate so
they will better know them. Also have them take the test during the class period
and then they will take it again with Special Ed teacher and average the two grades
together.
Daily Lesson Plan

Day: (Day 6) Monday
Objectives:
Identify the leaders of Fascist Countries. (DOK1)
Find the cause and effect of weak democratic governments. (DOK2)
Materials:
Notebook paper, book, computer, Projector, Question sheet for episode, The NazisHelped into Power DVD.
Opening (Set):
I.
Bellwork: What all countries had fascist governments and who were their
leaders.
II. The Objective is to learn more about Hitler and his rise to power
III. Not including the bad things Hitler did but just looking at him, his speeches,
and what he wanted to do to Germany, who would best be most like him that
is running for president next year and why.
IV. This day in History: the Partito Nazional Facista(PNF) comes into existence
in 1921.(The National Fascist Party)
I.
II.
III.
IV.
V.
VI.
Hand out the question sheet for the episode. Remind the students to not
write on the sheet and to put all their answers on a sheet of notebook paper,
to pay attention, and not disturb anyone from doing their classwork.
Start the episode and stand at the back of the room to make sure all the
students are paying attention and answering the questions
The Title of the episode is The Nazis: Helped into Power
Remind students of the Map Quiz they have on Monday put the map on the
projector and have a review with a piece of note book paper just like the
vocabulary quiz and have them circle the ones they did not get right to make
sure they study good.
Closure:
I.
II.
Ask the students what they learned about Hitlers rise to power.
Remind them of the Map Quiz they have Monday.
Enrichment: What will you do to challenge students?
After the episode ask questions about what they saw about Hitler that was not on
their question list and ask why he did some of the things he did.
intervention):
Ask the students simpler questions like: In the video, what happened after Hitler did
this?
Their answers on the questions from the episode do not have to be so complex as
some of them may be, as long as they can let me know that they understand the
question and know the answers.
Daily Lesson Plan

Day: (Day 7) Tuesday
Objectives:
Differentiate the European countries. (DOK 3)
Distinguish where countries are located on a map. (DOK2)
Materials:
Notebook paper, book, computer, Projector, Map Quiz, Episode The Nazis: Chaos
and Consent, question sheet.
Opening (Set):
I.
II.
III.
IV.
Bellwork: Why did Britain and France choose an appeasement policy

towards Germany even though they knew Germany was breaking the Treaty
of Versailles that ended World War I?
The objective is to understand why the League of Nations and America did
nothing while other countries became aggressive and began expanding and
taking over other countries.
Ask the students if World War I had any Impact on the League of Nations and
their policies
Today in History: The Western Union cable office in North Sydney, Nova
Scotia, received a top secret coded message from Europe, which said on
November 11, 1918, all fighting would cease on land, air, and sea.

I.
II.
III.
IV.
V.
VI.
VII.
Give Students 10 minutes to study for the Map Quiz and they can study with
a partner as long as they do not disturb anyone around them.
Hand out the test, make sure to tell the students if you cannot remember a
country skip it and move on and guess you may get it right. Also spell the
best you can. After you hand out the test walk the aisles to make sure no one
cheats.
There are some students that take a long time to take tests so dont rush
them. Let all the students know that they have plenty of time to take the
test.
If there is enough time left after everyone hands in the test, start the
episode, The Nazis: Chaos and Consent and have them answer the questions
during video to turn in.
If there is still time left allow them to work on their political cartoons if they
have them because they are due tomorrow.
Closure:
I.
II.
Ask the students, why the appeasement policy was adopted and why it failed.
Remind the students that their political cartoon projects are due tomorrow
and they have to present them and tell the class why they drew what they
did and explain what it means.
Enrichment:
When students get done, have them look up and read an article about Nazism
intervention):
Have students begin reading section 4 in their book since it is what the episode we
are about to watch is over.
Will have the students retake the test in with the Special Ed and have the questions
from the episode ready to give to the Special Ed teacher as well.
Daily Lesson Plan

Day: (Day 8) Wednesday
Objectives:
Summarize why British and French appeasement and American isolationism failed
to stop Fascist aggression. (DOK3)
Materials:
Notebook paper, book, computer, Projector, Political Cartoon project rubric.
Opening (Set):
I.
II.
III.
IV.
Bellwork: Why did the Great Depression in America hurt European countries
like Britain, France, and Germany?
The objective today is to describe the political cartoon to fellow classmates
and have them understand it and the reason behind it.
Ask the students if there are still political cartoons today. If so what are they
mostly about today?
Today in History: The U.S. Numbered Highway system including Route 66 is
established in 1926, German signs armistice agreement with allies in a
railroad car in the Forest of Compiegne, France; the fighting ended on the 11 th
hour of the 11th day of the 11th month in 1918.

I.
II.
III.
IV.
V.
VI.
Allow students to do bellwork for around 5 minutes then discuss the question
Go ahead and finish section 4 power points if did not finish Monday. About
Japan, Germany, and Italy become aggressive and take over other nations,
and the agreement between Germany and Russia.
Just go down the roll with presentations and allow 2 to 3 minute
presentations.
When grading have the student give you their rubric with their name on it
and just follow the grading guide. Also when they get done presenting to
turn their political cartoon in.
This will last the rest of the class period.
Closure:
I.
Tell the students they did a great job and were very creative.
II.
III.
If had to finish Section 4, ask some questions that was answered by the
power points that should be in their notes like who did Italy or Germany
attacked first and why. Also what did the Germany-Russian agreement was
called and did it say.
Remind them that they have a test coming up on Friday.
Enrichment:
The students should look through magazines, newspapers, or book and cut out or
bring copy of a political cartoon to class.
intervention):
All students will be presenting their Political Cartoons projects.
I will have the test printed off to give to the Special Ed teacher according to their
IEP.
Daily Lesson Plan

Day: (Day 9) Thursday
Objectives:
Recall information that we have discussed throughout the lesson. (DOK1)
Use context clues from text to answer questions. (DOK2)
Name important leaders during 1919 to 1939. (DOK1)
Draw conclusions on critical thinking questions during review. (DOK3)
Materials:
Notebook paper, book, computer, Projector, World History Book, Four pieces of
paper for the review game labeled first, second, third base and home, questions for
test review.
Opening (Set):
I.
II.
III.
IV.
Bellwork: What did FDRs New Deal do?

The objective is to get a better understanding of the chapter for the test.
Ask the students what some of the programs that the New Deal created that
still affects us today here in Mississippi.
This day in History: Leon Trotsky is exiled from the Soviet Communist Party,
leaving Joseph Stalin in undisputed control of the Soviet Union in 1927; Hugh
Gray takes the first known photos of the alleged Loch Ness Monster in 1933.

I.
Allow students to do Bellwork for around 5 minutes then discuss the

question among the class for 5 to 10 minutes.
II. Tell the students this day in History.
III. Have the first person in each row get a head count and get a book for
their row.
IV. Have them get in their groups and do 1-18 on Pg. 486 and 1-3 on Pg. 487.
V. Allow them to stay in groups as long as they do not get to loud and
disruptive and if they do make them do it all individually.
VI. If they get done way before everyone else, have them do critical thinking
on Pg. 486 numbers 1-5.
VII.After everyone is done go over it and make sure they have the correct
answers to help them study for the test.
VIII. Tell the students they are about to play a review game called baseball.
I.
IX. Break up the class room into two teams so they are academically equal,
and have them move together one team on each side of the room in their
seats.
X. Explain to the students that for every three runs a team scores a point will
be added to their test grade. Each team will have a catcher and a batting
line up. You want the catcher to be the one best capable of answering the
questions because if the batter misses the question the catcher has a
chance to answer the question. If they get the question right the batter is
out and if they miss the question also it is only a strike and three strikes
equals an out. Every two outs the teams will switch. If the batter gets the
question right they get to move to base and can only move to the next
base by the next batter also getting the question right. Once a team
scores 6 runs the teams will switch no matter what to allow each team to
have an equal chance. Then give them 10 minutes to pick the name of
their team and a batting line up and write it on the board to keep up with
who is batting and how many outs and points each team has.
XI. The team that wins will receive a single extra point added to their test
plus however many points they get to add from the number of runs they
get.
In order to decide which team bats first, a quarter will be flipped.
Closure:
I.
II.
Remind them that we will review for the test tomorrow and have the test
tomorrow.
Ask students questions that will be relevant for the test as a type of mind
refresher from earlier in the chapter.
Enrichment:
Have the students go to the library to find the book All the Light You Can Not See.
intervention):
Have students do number 1 on each section assessment if they get done before
everyone, since the questions are a review of important vocabulary terms that will
be on the test.
I will have materials to give to the Special Ed teacher such as the answers to the
questions.
Daily Lesson Plan

Day: (Day 10) Friday
Objectives:
Analyze the worldwide effect of the Great Depression. (DOK 4)
Describe the impact of World War I on Postwar Europe. (DOK1)
Materials:
A studied mind, test and scantron.
Opening (Set):
I.
II.
III.
IV.
Bellwork: How was Germany and Japan alike and different?

Dont forget its test day and will answer any questions the students may have
for the first 10 minutes of class while they study for the test.
The objective for today is to do your very best on this test.
Today in History: The Federal Reserve Bank of the U.S. officially opened in
1914.

I.
II.
III.
IV.
V.
VI.
Tell the students today in History.
Give students about 10 minutes to study and will answer any questions
during that time
Hand test out, remind students not to write on the test.
Walk the aisles to make sure no one is cheating.
When people finish to read a book or other class work because there will be
some that will take the rest of the class period to finish the test.
Closure:
I.
II.
Take up tests if bell rings before they finish.

Tell them that they will start World War II next.
Enrichment:
I will have questions on the test that will make them think.

intervention):
I will have questions that will make them think as well but easier simpler questions.
Have them take the test during the class period and then they will take it again with
special Ed teacher and average the two grades together.

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The University of Mississippi School of Education

Written Unit Plan

Primary source reading

List and attach Internet Resources/Links

Article about Fascism, Communism, Socialism, and Nazism

Age-Range, Gender, Total number of students

2. Knowledge of students varied approaches to learning (Include

3. Knowledge of students skills and prior learning

4. Knowledge of community and school district (Include a description of

Stage 1 Identify Desired Results

CCSS.ELA-LITERACY.RH.9-10.2--Determine the central ideas or information of

Understand causes and consequences of contact, cooperation, and conflict

diplomatic, economic, political, cultural/ethnic, military, biological) between

What understandings are desired?

Be interactive with each lesson when asked discussion questions.

Stage 3 Daily Lesson Plans

You Tube video

Japan, Italy, and

Unit test review

Daily Lesson Plan

Learning Tasks (Procedures):

Daily Lesson Plan

Bellwork: Imagine what it would be like if we had no freedom to choose what

Allow students to do Bellwork for around 5 minutes. Then discuss the

Daily Lesson Plan

Bellwork: What amendment stopped the selling of alcohol, what was

Learning Tasks (Procedures):

Daily Lesson Plan

Daily Lesson Plan

Daily Lesson Plan

Daily Lesson Plan

Bellwork: Why did Britain and France choose an appeasement policy

Learning Tasks (Procedures):

Daily Lesson Plan

Learning Tasks (Procedures):

Daily Lesson Plan

Bellwork: What did FDRs New Deal do?

Learning Tasks (Procedures):

Allow students to do Bellwork for around 5 minutes then discuss the

Daily Lesson Plan

Bellwork: How was Germany and Japan alike and different?

Learning Tasks (Procedures):

Take up tests if bell rings before they finish.

Intervention (students struggling or in the tier process/response to

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