History 20 Date: November 1st, 2012 Subject: History 20 Author: Julia Thomson Grade Level: 11 Time Duration: 2- 1/2

hours Overview of Lesson: This lesson will begin the second unit of the course. This lesson will act as a spring board in examining totalitarianism through the use of inquiry. Professional Growth Guide Goal(s): Goal 1: Support broad areas of student growth by providing varied and constructive learning opportunities Goal 2: Affirm dignity and respect for individuals (students, families, colleagues) Goal 5: Create a positive community in the classroom and school Personal Goals: Withitness Reinforce Student Responses Hands-up Culture in the classroom Work on my classroom presence Pacing Foundational Objectives: Know that economic and political instability can engender a climate conducive to the rise of radical/extreme political movements Know that economic and political institutions and political processes are questioned/challenged during periods of social, economic, and political instability Know that both totalitarian and authoritarian regimes place restrictions on the rights of individual citizens and the involvement of citizens in national decision making Know that authoritarian and totalitarian regimes institute many similar policies as limiting legal political opposition, curtailing the rights of association, free speech, and judicial safeguards for the public Materials: Totalitarian Inquiry handout, Computers, Totalitarian Wheel Handout Activities and Procedures: Distribute Totalitarian Inquiry handout go through the assignment details and expectations o Two class periods to research and compile information o The students will work on their inquiry projects in the computer lab By the end of the week, they should submit their digital visual representations to the History 20 hand-in folder on the :O drive where the teacher can access them and print the off in colour to display Once the digital visual representations are submitted: Culminating this activity we will do a think-pair-share, of sort, by swapping their ideas with another classmate o Students must pair up with someone who does not have the same totalitarian leader o During this the students will share their findings and the characteristics of an effective totalitarian leader with their partner Distribute the totalitarian wheel and have them match their points to those on the wheel o Should be thinking critically about the information/characteristics they found and those represented on the wheel (ex: State control of individuals, ideology, etc.)

How many of these items did they identify in the totalitarian leader they researched? Do they think that the wheel is a complete and holistic representation of the characteristics? Assessment: Teacher observations and Totalitarian Inquiry rubric o