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Alla Chelukhova

Unit 3: The Search for World Stability 1919-1939

(The Great Depression; Hitler, Mussolini, Franco)

Lincoln School

November 7-December 2, 2011



1.  Culture (NCSS S1)

2.  Time, continuity and change (NCSS S2)

3.  People, places, environments (NSCC S3)

4.  Individual development and identity (NSCC S4)

5.  Power, authority, and governance (NSCC S6)

6.  Civic ideas and practices (NSCC  S10)




Can history be ethical?


What are the big, overarching questions that are central to your discipline and to the content you are going to teach?


  1. What are people willing to sacrifice in times of crisis?



What central concepts or ideas will students understand?


  1. Students will understand why the League of Nations failed to provide a lasting peace.
  2. Students will understand how the occupation of the Ruhr Valley caused one of the worst cases of inflation in modern history.
  3. Students will understand how the Great Depression spread from the United States to Europe.
  4. Students will understand why fascism appealed to many Europeans in the 1920s.
  5. Students will understand the importance of propaganda in the 20th century.
  6. Students will understand the key elements of political transition in the USSR between Lenin and Stalin.
  7. Students will understand the role of the Spanish Civil War in the rise of fascism.
  8. Students will understand the significance of the Enabling Act.
  9. Students will understand the key characteristics of the Nazi State in 1933-1939.
  10. Students will understand the role of terror in governing totalitarian states.
  11. Students will understand the rationale behind and the mechanism of Nazi Anti-Semitic policies.
  12. Students will understand the influence of totalitarianism on leisure and daily lives.
  13. Students will understand the revolutionary developments in art, literature, and science.





Students will know


Students will be able to

  1. Students will know who John Keynes, FDR, Hitler, Franco, Mussolini, and Stalin were and what ideas they introduced.
  2. Students will know what the New Deal, the Dawes Plan, totalitarianism, fascism, Nazism, anti-Semitism, Kristallnacht, surrealism, and uncertainty principle of science were.
  3. Students will know what role was played by technology in the rise of dictatorial regimes.
  4. Students know main differences between totalitarian and authoritarian states.
  5. Students will know how and why Adolf Hitler came to power.
  6. Students will know why the Enabling Act became the crowning step of Hitler's "legal seizure" of power.
  7. Students will know the basic justifications of Nazi anti-Semitism.
  8. Students will know why terror and propaganda were key aspects of totalitarian rule.
  9. Students will know why most German people supported the Nazi party in the 1930s.
  10. Students will know why Kristallnacht signified a new phase in Nazi policies.
  11. Students will know the effects of new technology on culture.
  12. Students will know how artists responded to the challenges of the 20th century.
  13. Students will know how the new scientific development led to cultural uncertainty.


  1. Students will be able to evaluate the historical impact of Keynes, FDR, Hitler, Mussolini, Franco, and Stalin.
  2. Students will be able to describe totalitarianism, fascism, Nazism, anti-Semitism, Kristallnacht, and surrealism.
  3. Students will be able to explain the policies of the New Deal and the Dawes Plan and the uncertainty principle of science.
  4. Students will be able to compare and contrast Franco's Spain, Mussolini's Italy, and Stalin's Soviet Union. 
  5. Students will examine political development of Germany after the Great Depression.
  6. Students will assess the importance of the Enabling Act on German politics.
  7.  Students will critique the idea of Aryan supremacy.
  8. Students will watch an excerpt of Triumph of the Will and examine its themes.
  9. Students will evaluate Hitler's influence on Germany's economy.
  10. Students will speculate why Nazi cruelty towards Jewish people was tolerated by Germans.
  11. Students will explain why modern totalitarian states would not have happened without radio, printed press, and cinematography.
  12. Students will explore the art of Dali and Picasso.
  13. Students will try to formulate the impact of "uncertainty principle" in physics on the conventional worldview.





What summative performance tasks will students produce?


  1. Students will keep a "living" portfolio of their work and will be asked to track their progress.
  2. Students will write and annotate a fairy tale, featuring any event in history we have studied since the beginning of the year.


What other assessments will you use to help students demonstrate their understanding (diagnostic, formative and interim)?


1. Entrance and exit tickets

2. Anticipation guides

3. Chalk Talk

4. Carousel

5. Post-it graphs

6. Journaling

7. Games on basic chronology

8. Mapping

9. Homework

10. Participation

11. Analysis of current events

12.  Analytical writing



What instructional methods will you use to teach the identified learning objectives? (See WHERETO and Teaching Techniques to Try for ideas)?


W-Clearly expressed, discussed, and transparent daily objectives

H- Music, video clips, various authentic book excerpts

E- Reflective journaling, compiling lists, hypothetical solutions to real-life dilemmas, regular vocabulary notes

R- Journaling, feedback, carousel, anticipation guides

E- Peer assessment, Socratic method of questioning, integrating assessment into leaning

T- Entrance tickets, anticipation guides, exit tickets

O- Routines and culture, folders, “living” items




I taught three units during my student teaching, and I think this one was the most successful teaching and learning experience. 


  1. I learned to streamline.  I have not completely mastered focus yet, but I am better at estimating how much material I can realistically fit into a lesson.  I learned to simplify my goals and objectives, although there is some work to be done in this area, too.  And I learned to prioritize content, which was a very difficult task to master.  I am not completely satisfied with it yet, but I know what I need to do to succeed, and I hope to get there.
  2. I thought the assessments were varied and successful.  Students took daily notes on their reading, represented textual information in visual symbols, interpreted history through fairy tales, created a fairy tale, supplemented them with detailed and well-supported historical annotations, and participated in daily discussions and regular group work.
  3. Students mastered content.  On the last day of class, I gave the students most of the unit and asked them to self-assess.  The students were asked to think about the essential understandings, student skills and student knowledge.  I copied these areas and asked the students to evaluate their mastery of each standard.  Most of them felt like they knew, understood, or were skilled in 90% of the material.
  4. The progression of learning made sense to the students, which created a receptive learning environment.
DRAFT: This module has unpublished changes.