Lesson Plan 9 By: Brian Kunze
Lesson: The Rise of Hitler
Length: 50 minutes
Grade intended: 9th World History
Academic Standard: WH.8.3 Compare the totalitarian ideologies, institutions and leaders of the
Union of Soviet Socialist Republics, Germany and Italy in the 1920s, 1930s and 1940s.
Performance Objectives: Given the different types of totalitarian governments, students will
compare and contrast each one in a three page essay scoring 20 out of 24 on a writing rubric
Assessment: For this assessment students will compare and contrast the governments of Hitler’s
Germany, Mussolini’s Italy, and Lenin/Stalin’s U.S.S.R. They will do so in a three page essay
that they will have the weekend to complete.
Advanced Preparation by Teacher: The teacher will need to get the movie for the class. The
teacher will also need to create the organizer to hand out.
Procedure:
Introduction: Once the bell rings start playing an audio recording of an Adolf Hitler
speech. Come to the front of the class with a fake mustache like Hitler had. Stand in front of the
podium and move like Hitler did during his speeches. After two minutes stop the recording and
ask the students if they know who you are. After getting a correct answer ask them. What type
of government did we see rise up in Russia? (Blooms: Knowledge) What government did the
Italian’s get? These questions tie into the previous two lessons. Now explain to the students that
another force was rising to power in Germany. (5 minutes) (Gardner: Verbal)
Step-by-Step Plan:
1. Turn off the lights, start the projector, and put in the history channel documentary on
Adolf’s rise to power. (Gardner: Visual) Let the video run for twenty minutes. Long
enough for the students to get a complete understanding on how Hitler came to power
and ran his government. Spend the next five minutes asking them questions.
a. What was the main reason Hitler was able to get to power? (Booms:
Comprehension)
b. Could this have or possibly will happen in a democratic country? (Blooms:
Application)
c. How is this similar to Italy’s change in government? (Blooms: Analysis)
2. Once the questions are done split the students into groups and have them fill out a graphic
organizer that compares and contrasts the different government types. This organizer has
the three countries, Italy, Germany, and U.S.S.R. From there the students have to list how
the countries are similar. After that they have to list how they are different. They will
have twenty minutes to complete this assignment. (Gardner: Interpersonal)
3. After the students have completed the organizer. They will receive the assessment on
their own to complete. Go over the directions with them and allow them to start outlining
their paper. (Gardner: Intrapersonal)
Closure: Now ask the students about what they learned today. Tell them that their test
will be next Monday and to get ready to review the next day for the test.
Adaptations/Enrichment:
For students with vision impairment they will be able to sit as close to the screen as comfortable
for them.
They will also receive a blown up version of the graphic organizer.
For students with hearing impairment the subtitles will be added to the bottom of the video so
they can read them.
Also the student will be able to bring in an audio recording of the lecture. They will then be able
to amplify the recording so they can hear everything.
Self-Reflection: The teacher will write down journal entries on how the class responded to the
lesson. The teacher will also ask themselves about how the students reacted to completing the
graphic organizer.
Italy
Germany
How are these alike?
How are they different?
U.S.S.R
Essay Directions
To complete this essay you must compare and contrast the three totalitarian leaders, those from
Italy, Germany, and the U.S.S.R. Remember to setup the essay with an introduction, body and
conclusion. Your essay must be a minimum of three full pages. You must also follow the
correct rules for sentence structure and grammar. Use the following rubric to help yourself in the
writing process.
Student Name:
CATEGORY
________________________________________
4
3
2
1
Introduction
(Organization)
The introduction
is inviting, states
the main topic
and previews the
structure of the
paper.
The introduction
clearly states the
main topic and
previews the
structure of the
paper, but is not
particularly
inviting to the
reader.
The introduction
states the main
topic, but does
not adequately
preview the
structure of the
paper nor is it
particularly
inviting to the
reader.
There is no clear
introduction of
the main topic or
structure of the
paper.
Focus on Topic
(Content)
There is one
clear, wellfocused topic.
Main idea stands
out and is
supported by
detailed
information.
Main idea is
clear but the
supporting
information is
general.
Main idea is
somewhat clear
but there is a
need for more
supporting
information.
The main idea is
not clear. There
is a seemingly
random
collection of
information.
Accuracy of Facts All supportive
Almost all
(Content)
facts are reported supportive facts
accurately.
are reported
accurately.
Most supportive NO facts are
facts are reported reported OR
accurately.
most are
inaccurately
reported.
Flow & Rhythm
(Sentence
Fluency)
Most sentences
sound natural and
are easy-on-theear when read
aloud, but several
are stiff and
awkward or are
difficult to
understand.
All sentences
sound natural
and are easy-onthe-ear when
read aloud. Each
sentence is clear
and has an
obvious
emphasis.
Almost all
sentences sound
natural and are
easy-on-the-ear
when read aloud,
but 1 or 2 are
stiff and
awkward or
difficult to
understand.
The sentences
are difficult to
read aloud
because they
sound awkward,
are distractingly
repetitive, or
difficult to
understand.
Conclusion
(Organization)
The conclusion
is strong and
leaves the reader
with a feeling
that they
understand what
the writer is
"getting at."
The conclusion is
recognizable and
ties up almost all
the loose ends.
The conclusion is There is no clear
recognizable, but conclusion, the
does not tie up
paper just ends.
several loose
ends.
Grammar &
Spelling
(Conventions)
Writer makes no
errors in
grammar or
spelling that
distract the
reader from the
content.
Writer makes 1-2
errors in
grammar or
spelling that
distract the
reader from the
content.
Writer makes 3-4
errors in
grammar or
spelling that
distract the
reader from the
content.
Writer makes
more than 4
errors in
grammar or
spelling that
distract the
reader from the
content.