Goals and oBjectives
Goal: Students will learn the German, Italian and Japanese drives for empire in the 1930s.
Objectives:
1) Students will compare and analyze the German, Italian and Japanese actions prior to WWII.
2) Students will summarize and criticize the Rape of Nanking.
3) Students will evaluate and critique the Stalin-Hitler Pact of 1939.
Objectives:
1) Students will compare and analyze the German, Italian and Japanese actions prior to WWII.
2) Students will summarize and criticize the Rape of Nanking.
3) Students will evaluate and critique the Stalin-Hitler Pact of 1939.
California state content & common core standards
CA Content Standards
10.8.1 Compare the German, Italian, and Japanese drives for empire in the 1930s including the Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939
Common Core Standards
Reading:
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.
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.
Writing:
9-10.1.e Provide a concluding statement or section that follows from or supports the argument presented.
9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
10.8.1 Compare the German, Italian, and Japanese drives for empire in the 1930s including the Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939
Common Core Standards
Reading:
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.
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.
Writing:
9-10.1.e Provide a concluding statement or section that follows from or supports the argument presented.
9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Lesson Introduction (5-10 minutes)
- The teacher will pass out squares of paper and ask the essential question of the lesson at the beginning of class.
“Why do countries want to expand?”
- Students will break-up into “Think-Pair-Share” and write down and discuss their ideas.
- The teacher will then go around calling on each pair and write one of their reasons on the board, engaging a class discussion about drives for empire.
“Why do countries want to expand?”
- Students will break-up into “Think-Pair-Share” and write down and discuss their ideas.
- The teacher will then go around calling on each pair and write one of their reasons on the board, engaging a class discussion about drives for empire.
VocaBulary (5 minutes)
At the beginning of the presentation, the teacher will define and discuss the definitions of key vocabulary that will appear. Students will write the definitions on their guided notes. Throughout the lecture, whenever a vocabulary word appears, it will be pointed out and reinforced again by the teacher. The key terms are as follows:
· Drive
· Empire
· Dictatorship
· Sanctions
· Invasion
· Natural Resources
· Occupation
· Drive
· Empire
· Dictatorship
· Sanctions
· Invasion
· Natural Resources
· Occupation
content delivery (30 minutes*)
The teacher will present a lecture on the German, Italian and Japanese empires, which later became the Axis Powers. The presentation will discuss the actions and motives behind each empire in the 1930s, prior to the outbreak of WWII. Students will learn about events such as the Rape of Nanking and the Stalin-Hitler Pact and how it affected the countries involved. The teacher will prepare guided notes for students to follow along with the lecture.
Student engagement (30 minutes*)
Students will be given guided notes by the teacher. They will then fill in the blank (with the key vocabulary that was introduced in the beginning), and write open-ended answers to various note boxes and questions divided by country (Germany, Italy and Japan). Important dates and numbers will always be told by the teacher, but written by the student to help memorization.
Lesson closure (5 minutes)
After the lecture, students will individually look back on their original paper with reasons for drives for empire. They will then label and match which reasons apply to which country (Germany, Italy, Japan). The teacher will again open the floor to discussion and write the appropriate letter (G, I, J) above each applicable reason written on the board from the beginning of the class.
Assessment
Formative: The teacher will ask essential comprehension questions during the lecture and promote class discussion. The teacher will be constantly moving around the room to monitor student progress and understanding during the guided notes. At the end of the lecture, the teacher will sign each students guided notes for completion.
Summative: Students will fill out the last page of the Guided Notes by themselves. The teacher will evaluate whether the students understood the lesson and which parts must be reviewed more thoroughly.
Summative: Students will fill out the last page of the Guided Notes by themselves. The teacher will evaluate whether the students understood the lesson and which parts must be reviewed more thoroughly.
homework
The classroom will be divided in half and produce the following assignment as homework.
Rape of Nanking – Students will summarize and write a fake newspaper article describing what happened. (Date, Location, Casualties, Pictures, etc.)
Stalin-Hitler Pact of 1939 – Students will analyze and create a chart showing what each country (Germany and Russia) gained from this agreement.
Rape of Nanking – Students will summarize and write a fake newspaper article describing what happened. (Date, Location, Casualties, Pictures, etc.)
Stalin-Hitler Pact of 1939 – Students will analyze and create a chart showing what each country (Germany and Russia) gained from this agreement.
English learners, striving readers and special needs
English Learners – The teacher will provide a separate handout with the Key Vocabulary and their definitions, along with other vocabulary that may be helpful.
Striving Readers – Page numbers will be given throughout the lecture presentation so that students can look back directly at the textbook for reference and more information.
Special Needs – Along with the accommodations above, students with special needs will have partners selected for them (which is already done by special seating) and will be constantly monitored by the teacher during think-pair-share, lecture, and discussion.
Striving Readers – Page numbers will be given throughout the lecture presentation so that students can look back directly at the textbook for reference and more information.
Special Needs – Along with the accommodations above, students with special needs will have partners selected for them (which is already done by special seating) and will be constantly monitored by the teacher during think-pair-share, lecture, and discussion.