Friday
February 12, 2016
Hartsville Middle School
7th Grade
Social Studies Lesson Plan
Unit 7
Ms. Judith Lambert
Assessment
Check for Understanding Questions
Teacher will check for 80% class mastery of
understanding throughout the period.
Assessment & Report Card Grade
Quizzes & graded classwork will count 40% of final
grade. Test grades will count 50% of final grade.
Homework will count 10% of final grade.
All grades will allow a score up to 100% based on
percent correct.
Feedback from all assessments will be used to
determine necessary spiral review and/or reteaching.
Opportunities will be provided for ALL students to
master ALL content.
Differentiation
A variety of methods are incorporated to
accommodate the needs of individual learners
throughout the lesson such as:
•  discussion (whole group, partner, & team).
•  visuals (graphic organizers, charts,
pictures, animations, videos, etc).
•  note-taking.
•  text features & text structures.
•  informational text strategies.
•  hands-on activities.
•  early finishers work.
•  IEPs & 504 Plans are followed.
•  technology (iPad)
Grouping
Students are
grouped based on
ELA PASS scores
using Kagan Team
Tools. Highs and
mediums or mediums
and lows are
partnered (face and
shoulder partners).
NOTEBOOK Students are required to maintain a notebook (marble top). Students are directed to include in their notes the informa?on on a slide if the slide has a note icon like the one to the le@. The notes provided contain the important informa?on students are responsible for knowing in order to meet the South Carolina Academic Standards for 7th Grade Social Studies and to be successful on quizzes and tests. BELLWORK-­‐DAY 87 1. The peasants’ Storming of the Bas?lle was significant because it______________. A. was the first violent act of the American Revolu?on B. sparked the beginning of Robespierre’s Reign of Terror C. resulted in the repeal (taking back) of France’s unfair tax laws D. represented the beginning of revolu?on in France by destroying a symbol of the king’s 2. Freedom of the seas, the right of self-­‐determina?on, limi?ng military buildups, and the League of Na?ons were all outlined in the post-­‐World War I peace plan submiZed by President Wilson. This plan is known as _______________. A. The Treaty of Versailles B. The Fourteen Points C. The Geneva Conven?on D. The stock market crash of 1929 A
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Bellwork Prior Learning-­‐Partner Compe??on EQ 6 Analysis I DO-­‐Direct Instruc?on WE DO-­‐Guided Notes Partner Ac?vity CFUs Closure Homework Materials Needed
Social Studies notebook
Pencil
GUIDED NOTES-UNIT 8 EQ 6
Prior Learning UNIT 8-­‐WORLDWIDE DEPRESSION & RISE OF TOTALITARIAN NATIONS S. C. ACADEMIC INDICATORS 7-­‐4.3 Explain the causes and effects of the worldwide depression that took place in the 1930s, including effects of the economic crash of 1929. 7-­‐4.4 Compare the ideologies of socialism, communism, facism, and Nazism and their influence on the rise of totalitarian governments aNer World War I in Italy, Germany, Japan, and the Soviet Union as a response to the worldwide depression. PARTNER CHALLENGE A@er World War I, the (1)_______________ United States had the strongest economy of most na?ons. This all changed with the (2)__________________________of 1929. This event led to the stock market crash economic depression the 1930s which spread around the world. (3)___________________of inward Most na?ons turned (4)__________________ to deal with their economic problems. The United States elected a new president and recovery and implemented a series of (5)______________, relief (6)___________, (7)_______________programs. European na?ons looked to new reform leaders and new forms of government to deal with their problems. totalitarian These new forms of government were (8)_______________________. These new governments had four common characteris?cs: (9)_______________________________________________. One person/group leads the na?on. Used terror to enforce its rules & policies (10)______________________________________________. Rejected the idea of personal rights & freedoms. (11)______________________________________________. Censorship & propaganda was used to influence the people. (12)______________________________________________. 5 New Learning RELEVANCE Do l eaders of naSons want their ciSzens to have a sense of naSonalism? WHY? When might it be important for ciSzens to demonstrate their naSonalism? EssenSal QuesSon EQ 6. What type of government was created by Mussolini in Italy aNer WWI? What problems was did Italy face after World
War I?
After World War I, Italy was faced with:
•  Huge debts
•  High unemployment
•  High inflation (prices
money
)
Many Italians were calling for a revolution…
Who was Mussolini?
During this time of trouble, a new leader emerged…
Benito Mussolini
•  Promised to fix the economy
•  Restore order
•  Build Italy into a great nation
How did Mussolini change Italy?
He created the FASCIST PARTY…
… followers were known as the BLACK SHIRTS
As leader of this party, Mussolini was made Prime
Minister of Italy in 1922
What exactly is fascism?
Very different from democracy
Fascism is …
The government glorifies the nation over the individual ….
The nation needs a strong leader backed by a strong military…
Check for Understanding
____ became the leader of Italy a@er World War I. 1. Adolf Hitler 2. Joseph Stalin 3. Benito Mussolini 4. Vladimir Lenin Check for Understanding
A@er World War I, Italy established a government based on 1. Fascism. 2. Communism. 3. Militarism. 4. Stalinism. Check for Understanding
Under fascism, which of the following is most important? 1. individual rights & freedoms 2. social class differences 3. building up the military 4. na?onalism Complete the column for Italy on the chart. •  Type of government •  Leader •  Methods of controlling people •  Policies & Goals REFERENCE SOURCE: JAT Reinforcement Guide, pages 210 & 211 “Rise of Fascism” I DO-­‐MODEL WE DO-­‐GUIDED PRACTICE PARTNER ACTIVITY EXPECTATIONS •  Use a voice volume that only your partner can hear. •  Speak only to your partner. (DO NOT speak to others.) •  Do not disturb other partnerships (students). •  Stay focused on the learning ac?vity. •  Follow the guidelines modeled by the teacher. •  If you need help from the teacher, raise your hand. REMEMBER, “Learning is the most important thing we do in this class.” PARTNER ACTIVITY Complete the column for Italy on the chart. •  Type of government •  Leader •  Methods of controlling people •  Policies & Goals REFERENCE SOURCE: JAT Reinforcement Guide, pages 210 & 211 “Rise of Fascism” 10 minutes fascism Benito Mussolini Middle class industrialists & large land owners -­‐Black Shirts & secret police -­‐all powerful dictator -­‐propaganda & censorship of the press -­‐Na?on is superior to individual (strong na?onalism) -­‐Against communism, socialism & democracy -­‐Upholds private property -­‐Supported class differences -­‐Outlawed other poli?cal par?es Check for Understanding
Which of the following does not describe the fascist government of Italy in the 1930s? 1. It was supported by the wealthy classes of Italy. 2. Black Shirts were used to aZack those who opposed the fascist government. 3. Ci?zens were expected to totally obey the government. 4. The government refused to let people own private property. 5. Only the fascist party was allowed to operate. TICKET-­‐OUT-­‐THE-­‐
DOOR Write a short paragraph describing the government that was created by Benito Mussolini a@er World War I. CLOSURE