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Sam Saslowsky
Ben Shifflett
MSSE 570H
Thematic Unit
Rationale: The purpose of this unit is to discover what characteristics great leaders hold, and
whether all great leaders share the same traits. This unit is centered on leaders who rose to power
in the Interwar Period of the early-to-mid 20th century. The leaders who will be the focal point
of our studies are Joseph Stalin, Adolf Hitler, Franklin D. Roosevelt, Benito Mussolini, Emperor
Hirohito, and Hideki Tojo; however, we will also discuss current leaders in today’s society. We
will focus on the historical aspects of their reigns, their domestic and foreign policies, which they
passed, their political agenda, their characteristics, the legitimacy of their rule, and their ability to
further societal continuity. Were these leaders great? Were they legitimate? Did they alter their
nations for the better? This unit is structured towards aiding you in making a decision with
regard to these questions and guiding you to make a critical decision about the leaders in place
now and in the future.
Goals & Objectives:

NCSS Standards:
1. Standard #3: People, Places, and Environments
2. Standard #5: Individuals, Groups, and Institutions
3. Standard #6: Power, Authority, and Governance

SOL Standards:
WHII.11 The student will demonstrate knowledge of political, economic, social, and
cultural developments during the Interwar Period by…
c) examining events related to the rise, aggression, and human costs of dictatorial
regimes in the Soviet Union, Germany, Italy, and Japan, and identifying their major
leaders, i.e., Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo.
WHII.12 The student will demonstrate knowledge of the worldwide impact of World
War II by…
a) explaining economic and political causes, describing major events, and identifying
leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight
D. Eisenhower, Douglas MacArthur, George C. Marshall, Winston Churchill,
Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito;

Understandings:
o U1: Conclude that the role of institutions and individuals in power is to promote
the common good and address persistent social issues.
o U2: Comprehend that the role of individuals and institutions is to further societal
continuity and change.
o U3: Recognize the limits of political power and authority legitimacy.

Knows:
o K1: Explain the shared characteristics and properties of great leaders.
o K2: Discuss the sequence of events that led to Hitler, Stalin, and FDR rising to
power.
o K3: Assess how the actions of these leaders affected their neighboring countries.
o K4: Compare the effectiveness of the domestic and foreign policies passed and
the reaction of the populace on such policies.

Processes:
o P1: Evaluate the effectiveness of each leader’s policies, both foreign and
domestic, once they achieved control over the populace.
o P2: Examine the effectiveness of the leader in creating and running a balanced
and just society.

Values:
o V1: Assess the positive and negative consequences of both power and conflict
both domestically and in foreign relations.
Lessons for this Unit:






Day 1: The Rise of Stalin and Political Ideals in the USSR
Day 2: The Rise of Hitler and Nazi Germany
Day 3: The Rise of FDR and the US influence During WWII
Day 4: The Rise of Benito Mussolini
Day 5: Hirohito, and Hideki Tojo
Day 6: Current leaders; Are they great leaders?
Lesson Plan Outline
Learning
Goals
Instructional
Strategies
Day 1
U1, U2, U3; K1,
K2, K3, K4; P1,
P2; V1
Day 2
U1, U2, U3; K1,
K2, K3, K4; P1,
P2; V1
Day 3
U1, U2, U3; K1,
K2, K3, K4; P1,
P2; V1
Day 4
U1, U2, U3; K1,
K2, K3, K4; P1,
P2; V1
Day 5
U1, U2, U3; K1,
K2, K3, K4; P1,
P2; V1
Day 6
U1, U2, U3;
K1, K2, K3,
K4; P1, P2; V1
Day 7
U1, U2, U3; K1,
K2, K3, K4; P1,
P2; V1
Hook: Student
Choice
activity/
discussion
Hook: Youtube
clip of
motivational
speech
Hook: Public
problem in
society prompt
Hook: Primary
Source reading
Hook:
Economic
Simulation with
candy
Hook:
Newspaper
article review
Mini Lecture:
Rise of Stalin
PPT
Jigsaw activity:
Adolf Hitler’s
life inquiry
Unit Exam:
Summative
Exam on the
entire Unit
covering all
UKPVs
Role Playing
Activity:
Russian role/
group activity
Mini Lecture:
Hitler’s rise to
power and
policies PPT
Mini Lecture:
Stalin Foreign
Policies PPT
Technology
Activity:
Hitler’s Life in
depth
Primary
Source
Analysis/
whiteboard
activity:
Closure:
Student review
Mini-Lecture:
New Deal PPT
Mini Lecture:
The rise of
Mussolini PPT
Jigsaw Activity: Geography
New Deal
Based activity:
policies jigsaw Geography
worksheet on
Mini-Lecture:
the train
American
system
Foreign Policy
PPT
RAFT Activity:
RAFT on roles
Triple Venn
in Italian
Diagram:
society writing
Comparing
activity
leadership
characteristics Closure: Exit
activity
card on the
information
Mini Lecture:
Rise and reign
of Tojo and
Hirohito PPT
Primary Source
Analysis:
Assessment/
discussion of
journal entries
of Japanese
soldiers
Four Corners
Activity:
Teacher ask a
series of
questions
Jigsaw
Activity:
Current
leader
biography
Mini Lecture:
Current
Leaders
policies
Reflective
Essay:
Compare and
contrast
leaders of the
past to the
current
Primary source
investigation/
whiteboard
questioning
review
Closure: one
minute essay
learned
Closure: 3-2-1
activity
Assessment
Methods
Hook (FA)
(Completion
based)
Role Playing
Activity (FA)
(Completion
based)
Primary
source/
whiteboard
activity (FA)
(Completion
based)
pertaining to
the topic and
the students
stand near the
sign
representing
their thoughts.
Closure:
Create your
own
government
Closure: Bring
in a current
event
pertaining to
leadership in
modern times.
Jigsaw Activity
(FA)
(Completion
Based)
Technology
Activity (FA)
(Rubric Based)
Closure (FA)
(Completion
based)
Hook (FA)
(completion
based)
Jigsaw Activity
(FA) (Rubric
based)
Triple Venn
Diagram (FA)
(Completion
based)
One minute
essay (FA)
Geography
Based activity
(FA) (Rubric
based)
Primary Source
Analysis (FA)
(Completion
based)
RAFT Activity
(FA) (Rubric
Based)
Four corners
activity (FA)
(completion
based)
Exit Card (FA)
(Completion
based)
Hook (FA)
(Completion
based)
Jigsaw (FA)
(Rubric
based)
Reflective
essay (FA)
(completion
based)
Closure (FA)
(completion
Unit Exam (SA)
(Rubric Based)
3-2-1 activity
(FA) (Rubric
Based)
(Completion
based)
based
Sam Saslowsky
Ben Shifflett
Overarching Understanding: Students will understand that not all great leaders share the same characteristics.
VA SOLs:
WHII.11 The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by…
c) examining events related to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and identifying their
major leaders, i.e., Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo.
WHII.12 The student will demonstrate knowledge of the worldwide impact of World War II by…
a) explaining economic and political causes, describing major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman,
Dwight D. Eisenhower, Douglas MacArthur, George C. Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito;
NCSS Standards:
NCSS 3: People, Places, and Environments
NCSS 5: Individuals, Groups, and Institutions
NCSS 6: Power, Authority, and Governance
How Formatively
Assessed – MUST
HAVE AT LEAST
Learning Goal:
Bloom’s Level
How Assessed Prior
How Summatively
VA SOL(s)
National Standard(s)
ONE CONCRETE
SWBAT…
(’01)
to Teaching the Unit
Assessed
METHOD THAT
YIELDS INDIVIDUAL
DATA
WHII.11c
NCSS 5
Unit Test
 One-Minute
WHII.12a
Essay
 Whiteboard
Activity
K1: Explain the shared
 3-2-1 Activity
characteristics and properties
Understanding
 Role-Playing
of great leaders.
Activity
 Jigsaw Activity
 TechnologyBased Activity
WHII.11c
NCSS 6
Unit Test
 One-Minute
WHII.12a
Essay
 Whiteboard
K2: Discuss the sequence of
Activity
events that led to Hitler,
Understanding
Stalin, and FDR rising to
 3-2-1 Activity
power.
 Role-Playing
Activity
 Jigsaw Activity
1
Sam Saslowsky
Ben Shifflett
WHII.12a
NCSS 3

TechnologyBased Activity

Triple Venn
Diagram
Whiteboard
Activity
3-2-1 Activity
Role-Playing
Activity
Jigsaw Activity
Closing Prompt
One-Minute
Essay
Whiteboard
Activity
3-2-1 Activity
Foldable
Homework
Student
Discussion
Jigsaw Activity
Triple Venn
Diagram
Whiteboard
Activity
3-2-1 Activity
Role-Playing
Activity
Jigsaw Activity
Closing Prompt

K3: Assess how the actions of
these leaders affected their
neighboring countries.


Applying


WHII.12a
K4: Compare the
effectiveness of the domestic
and foreign policies passed
and the reaction of the
populace on such policies.
NCSS





Analyzing

WHII.11c
WHII.12a
NCSS



U1: Conclude that the role of
institutions and individuals in
power is to promote the
common good and address
persistent social issues.
Understanding





Unit Test
Unit Test
Unit Test
2
Sam Saslowsky
Ben Shifflett
WHII.11c
WHII.12a
P1: Evaluate the
effectiveness of each leader’s
policies, both foreign and
domestic, once they achieved
control over the populace.




Evaluating

WHII.12a
P2: Examine the
effectiveness of the leader in
creating and running a
balanced and just society.
NCSS 5
NCSS 6
NCSS




Analyzing


WHII.12a
NCSS 6



V1: Assess the positive and
negative consequences of
both power and conflict both
domestically and in foreign
relations.
Evaluating





One-Minute
Essay
Whiteboard
Activity
3-2-1 Activity
Foldable
Homework
Student
Discussion
Jigsaw Activity
Whiteboard
Activity
3-2-1 Activity
Role-Playing
Activity
Jigsaw Activity
Closing Prompt
Triple Venn
Diagram
Whiteboard
Activity
3-2-1 Activity
Role-Playing
Activity
Jigsaw Activity
Closing Prompt
Unit Test
Unit Test
Unit Test
3
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James Madison University – College of Education
Social Studies Lesson Plan Format
MSSE 570/470/571/471/675/690
**Government-Based Lesson**
Name: Sam Saslowsky & Ben Shifflett Date: 10/26/11
circle one: Original / Revision
Subject/Class: World History II Grade Level: 10th Topic: The Rise of Stalin & Political Ideals in the USSR
Context: This lesson will take place on the first day of the “Leadership Unit,” which covers the content of the Interwar Period as well as World
War II. The students have previously addressed the characteristics of a good leader, and will use a list created by the class to assess how effective
each leader was with regard to the success of their nation during this timeframe.
Big Idea (U) and
Question for
Exploration
1. How do groups
and institutions
work to meet
individual needs,
promote the
common good, and
address persistent
social issues?
(NCSS 5)
NCSS Knowledge (K)/ Process (D)
Objectives
SOLs
Your own written objectives (K, D,
Values)

The influence of individuals,
groups, and institutions on
people and events in historical
and contemporary settings (K,
NCSS 5).
Examine the belief systems of
specific contemporary and
historical movements that have
caused them to advocate public
policies (P, NCSS 5).
WHII.12a
The student will demonstrate knowledge of the
worldwide impact of World War II by
a) explaining economic and political causes,
describing major events, and identifying leaders of
the war, with emphasis on Franklin D. Roosevelt,
Harry Truman, Dwight D. Eisenhower, Douglas
MacArthur, George C. Marshall, Winston Churchill,
Joseph Stalin, Adolf Hitler, Hideki Tojo, and
Hirohito;

2. What are the
roles of
individuals,
groups, and
institutions in
furthering both
societal continuity
and change over
time? (NCSS 5)

How the various forms of groups
and institutions change over time
(K, NCSS 5).
Mechanisms by which
governments meet the needs and
wants of citizens, regulate
territory, manage conflict,
establish order and security, and
balance competing conceptions
of a just society (K, NCSS 6).
WHII.12a
See Above

WHII.11 The student will demonstrate knowledge of
political, economic, social, and cultural
c) examining events related to the rise, aggression,
and human costs of dictatorial regimes in the Soviet
Union, Germany, Italy, and Japan, and identifying
their major leaders, i.e., Joseph Stalin, Adolf Hitler,
Benito Mussolini, Hirohito, and Hideki Tojo.

Investigate how groups and
institutions work to meet
individual needs, promote or fail
to promote the common good,
and address persistent social
issues (P, NCSS 5).
Apply modes of inquiry used in
political science to research
issues concerning power,
authority, and governance (P,
NCSS 6).
WHII.12a
See Above

3. Under what
circumstances is
the exercise of
political power and
authority
legitimate? (NCSS
6)





Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/11




P1: Evaluate the effectiveness of
each leader’s policies, both foreign
and domestic, once they achieved
control over the populace. (NCSS
5, 6)
K5: The effectiveness of the
domestic and foreign policies
passed and the reaction of the
populace on such policies.
K1: The shared characteristics and
properties of great leaders. (NCSS
5)
K2: The sequence of events that led
to Hitler, Stalin, and FDR rising to
power. (NCSS 6, 8)
P1: see above.
P2: Interpret the effectiveness of
NCSS:a
the leader in creating and running
K4: How the actions of these
leaders affected their neighboring
countries. (NCSS 3)
V1: Students will be aware of the
positive and negative consequences
of both power and conflict both
domestically and in foreign
relations. (NCSS 6)
Your assessment: formative
and summative; NCSS
products
Formative:

Whiteboard Activity

3-2-1 Activity

Foldable Homework

NCSS:

Discussing real-world
problems and the
implications of solutions
for individuals, groups,
and institutions.
Formative:

Whiteboard Activity

3-2-1 Activity

Role-Playing Activity
Formative:
o
o

Whiteboard Activity
3-2-1 Activity.
Role-Playing Acitvity
**The summative assessment
for this lesson is included as a
portion of the questions on
our unit test
Background Content Outline:

The Rise of Joseph Stalin:
o The Early Years:
 Joseph Stalin was born in Georgia (the country not the state), on December 21, 1879. He was born to an extremely
poor family, and suffered as many Russian peasants did in the time frame.
 He went to theological school on a scholarship, and joined a secret society that propagated many socialist ideas. It
was there that Stalin first learned about Marxist thought, and was eventually kicked out of the school for spreading
those ideas.
 Stalin later becomes a Democratic Socialist, and joins Vladimir Lenin’s side as a Bolshevik in 1904, after he
escaped from a labor camp in Siberia where he had been sent for organizing strikes at a factory in Georgia. He
initially supported the idea that the best way to promote communism was to have a large, active party of the masses,
not an elite group that was professional and highly educated.
o Rise to Prominence in Russia:
 Stalin was arrested five times between 1905 and 1913, while he was becoming close friends with Lenin. After the
Russian Revolution, he stayed on Lenin’s side during the October Revolution and sided with him during the
Russian Civil War, eventually becoming the General Secretary for the Communist Party.
 After Lenin was crippled during a surgical operation, Stalin suddenly had an enormous amount of power. He began
removing thousands of Leon Trotsky’s (his main rival in the party, and Lenin’s other closest advisor) supporters,
and eventually had Trotsky expelled from the Communist Party, exiled from the Soviet Union, and finally
assassinated in his home in Mexico in 1940.
 Lenin had planned on removing Stalin from his post, but died before any action was taken. Joseph Stalin was now
the sole leader of the Soviet Union.
Resource Link: http://www.spartacus.schoolnet.co.uk/RUSstalin.htm

Stalin’s Domestic Policies:
o Joseph Stalin continued many of the policies that Lenin had in place initially, including the New Economic Policy.
 The New Economic Policy was a compromise of communist ideals and pragmatic solutions; it allowed farmers to
sell food on the open market and employ people who worked for them. It initially improved food distribution and
relations with peasants, but was contrary to Stalin’s theories on the economy and government. In 1929, he abolished
the New Economic Policy, and began his first Five Year Plan.
 Stalin’s first Five Year Plan was designed to industrialize the Soviet Union, specifically through the use of the
development of iron and steel, electric power, and improved transportation. He demanded incredibly high rates of
improvement in a short amount of time, specifically to motivate his countrymen into working hard and pulling their
own weight.
 Collectivization was an essential step in Stalin’s concept of modernizing the Soviet Union. In 1928, he began
confiscating wealthy landholders farms (run by kulaks) and splitting them up into smaller units run by individual
farmers who would work together to manage their land. Stalin saw this as a way to increase production and share
machinery that would allow the Soviet Union to grow more crops with less individual effort. While doing, this he
killed thousands of kulaks and deported millions to Siberian labor camps, in an attempt to change the social
structure.
 Stalin’s own protégé, along with many others in the Politburo (the Soviet elite who ran the Communist Party),
began to oppose Stalin’s policies. As a result, he began to purge the Communist Party of all leaders and officials
who opposed him through the use of a newly created secret police, the NKVD (Narodnyy komissariat vnutrennikh
del, or “The People's Commissariat for Internal Affairs”). Over half of the Communist party’s leaders were arrested
and executed; an estimated 19.8 million were arrested by the NKVD between 1935 and 1941, with an estimated 7
million killed.
 This purging included many military officials of the Red Army, including some very high-ranking ones.
30,000 members of the army were executed; this number includes about half of all the officers in the Red
Army. Finally, in order to make sure that his decisions and actions would not spread to the common people,
Stalin claimed that the NKVD had become “a fascist organization” and had the entire top leaders killed.
Resource Link: http://www.spartacus.schoolnet.co.uk/RUSstalin.htm

Stalin’s Four Point Policy:
o Joseph Stalin had a stated four point plan that would deal with how the Soviet Union would address Soviet foreign policy.
Each one of these points can be directly related (albeit it in a manipulated manner) to defend Stalin’s actions regarding
Soviet foreign policy in the years prior to, and following, the start of World War II. At a speech given to the highestranking party officials in March of 1939, Stalin summed up his foreign policy in these concise points:
 “First, we are for peace and for strengthening trade relations with all lands, and we will maintain this position as
long as they do not attempt to violate the interests of our country.”
 “Secondly, we are for peaceful, close, neighborly relations with all neighbor Powers having common frontiers with
the USSR. We will maintain this position so long as these do the same and do not try to violate the integrity and
frontiers of the Soviet Union.”
 “Thirdly, we favor supporting peoples who are victims of aggression and who are struggling for the independence
of their fatherland.”

“Fourthly, we are not afraid of the threats of aggressors and we are ready to render two blows for one to war
instigators trying to violate the integrity of the Soviet Union.”
 Because the Soviet Union was still industrializing and preparing itself for the inevitable war that was
coming, Stalin wanted to make it known that they would focus on internal matters first, and would not be
the aggressors in any conflict. This was an attempt to solidify relations with neighboring states, as well as
making the Soviets look good in the eyes of other nations.
Resource Link: http://www.telegraph.co.uk/news/newstopics/britainatwar/4968167/Stalins-four-point-foreign-policy-Mar-111939.html

Stalin’s Foreign Policies:
o Initial Support for the Nazi Party:
 In order to heighten a sense of urgency towards modernization, Stalin originally painted the Western European
countries as aggressors and warmongers. In order for communism to flourish, Stalin believed that the more
moderate, socialist governments need to be weakened through the spread of other ideals. As a result, in the early
1930’s he pushed for the German Communist Party to support the National Socialist German Worker’s Party (a.k.a.
the Nazi Party), even though the Nazis were strictly anti-communist. Stalin (wrongly) believed that a fascist
government would produce conditions that would force Germany towards a communist government. However,
Stalin soon realized that Hitler’s Nazi Germany posed a greater threat to his ideals of communism than any of the
western powers, and from that point attempted to stop the spread of fascism.
o Joining with the League of Nations:
 The USSR joined with the League of Nations in 1934, after Stalin re-thought his strategy of cooperation with
fascism. He turned to more of a “popular front” method that utilized alliances with socialists and liberals, and the
League of Nations was an organization that, at least on paper, seemed bound and determined to stop the spread of
fascist regimes.
o Coalitions Against Fascism:
 In the mid-1930’s, Stalin attempted to create stronger defensive alliances by allying with more nations in case of
war. One of the chief ways that he did this was to build coalitions that were hostile to fascism, hoping to build up a
force strong enough to counter the German militaristic machine. As a result, in 1935 the Soviets formed defensive
military alliances with both France and Czechoslovakia, and also gave support and assistance to the anti-fascist
forces fighting in Spain.
o Nazi-Soviet Non-Aggression Pact:
 In 1939, Hitler decided to attack Poland; however, before he did, Stalin and he engaged in a series of talks
concerning the division of Poland. As Stalin knew that Hitler would eventually go to war with the West, and even
into the USSR itself, Stalin’s ministers and he determined that the best course of action to take would be to give in
to the Germans now, and continue to industrialize and revitalize their own nation. As a result, on August 23, the
Molotov-Ribbentrop Pact (named after the Soviet and German ministers of foreign affairs, respectively) was
signed; this pledged both parties to remain neutral in the event that one or the other went to war. Commonly known
as the Nazi-Soviet Non-Aggression Pact, it gave parts of Poland, Estonia, and Latvia, as well as part of Romania, to
the Soviet Union.
o Tehran Conference:
 In November of 1943, Stalin met with Winston Churchill and Franklin D. Roosevelt to discuss war policy, strategy,
and Post-War plans for Europe. Since the Soviets had entered the war in 1941, there had only been one true front
for Hitler; at Tehran, Stalin convinced the other world leaders to launch a major invasion into France to take
pressure off of him. Stalin knew that if either the U.S. or Britain signed a treaty with Nazi Germany, then defeat for
the USSR was virtually inevitable. As a result, he pushed to keep the alliance strong and continue to fight against
fascism, along with the Allied Powers.
Resource Link: http://www.russiansabroad.com/russian_history_65.html

Political Ideologies:
o Communism: Communism is seen described as a movement that encompasses social, political, and economic factors. It
focuses on establishing a class-less, state-less society where all of the means of production are owned by the citizenry. It
varies depending on which version of communism you are looking at, but almost all state that the people will overthrow
the capitalist government in order to take the economy (and society) into their own hands. In the Soviet Union,
communism established itself as first Marxism, then Leninism, and finally Stalinism.
o Stalinism: Stalinism was the political system in the Soviet Union under Josef Stalin, the General Secretary of the
Communist Party. He utilized communist thought to his advantage, but Stalinism was more of a style of government than a
political ideology. One key difference was that Stalinism emphasized the need for a key group of elite intellectuals that
would help lead the people, instead of a society that was run completely by the people (as Karl Marx wanted). Stalinism
also emphasized the oppression of political opponents, who were seen as “enemies of the state,” and worked for the rise of
communist revolutions in other countries in order to internationalize the communist community.
Resource Link: http://en.wikipedia.org/wiki/Communism#Stalinism
o Fascism: Fascism is a political ideology that is both radical (or reactionary, depending on the circumstances) and
authoritarian. It promotes giving complete control of the state to a totalitarian, single party, and bonds its citizens together
through claims of shared culture or ancestry. Fascism is often shown to display violent purges, of both people and ideas, in
order to repress other styles of thought. Fascism also promotes violence and war, and exalts the idea of militarism (rule by
the military-state). Economically, fascists turn away from capitalism in favor of a state-regulated and directed system
where private property and private enterprise are strictly forbidden.
o Nazism: Nazism was the style of fascism found in Nazi Germany under the Third Reich. It combines the standard elements
of fascism (totalitarian state, single party, use of force and oppression, etc.) with biological racism and anti-Semitism. In
order to motivate the people under a common banner, Adolph Hitler and the Nazi Party advocated the supremacy of their
race (Aryan race) in order to unite the German people with blood, culture, and common ancestry.
Resource Link: http://en.wikipedia.org/wiki/Fascism
DEAN CHART
Concept word
Communism
D=define
A system in which goods
are owned in common and
available to all as needed.
Stalinism
A type of communism in
which centralized
planning and all aspects of
society are determined by
an elite group comprised
of a few party officials.
Totalitarianism A style of government that
attempts to exert complete
control over its citizens.
E=examples
~Communist Manifesto
~Marxist thought
regarding government
~USSR (1924-1991)
~Cuba (1960-Present)
A=attributes
~Equality for all
~Absence of private
property
~Similar to an oligarchy in
structure of government
~Absence of personal
freedoms
N=non-examples
~Socialism
~Capitalism
~USSR (1924-1991)
~Nazi Germany
~Democracy
~Free elections
Fascism
~Italy in the Interwar
Period
~Second Spanish
Republic
~Rule by a singular
individual
freedoms
~advocates for the creation
of a singular, all-powerful
government
~promotes political
violence and war
~use of paramilitary
organizations
A political ideology that
bonds a nation together
through common
connections in ancestry
and culture.
~Utopian society
~Democracy
~Socialism in Denmark
~Republicanism in the
United States
Instructional Plan:
Hook-Student
Choice Activity
& Discussion15 minutes
What the Teacher Will Do
The teacher will begin class by posting a series of four
different social, political, and economic strategies on the
projector. The teacher will explain to students that they are
going to be citizens who are going through tough economic
times, and need to figure out where to live. Each of the four
potential environments will list only positive
characteristics, and will not show the actual place that the
description is based on. They will be as follows:
~Location #1 (Russia): everyone shares goods, the
government protects everyone’s rights equally, etc.
~Location #2 (Germany): get revenge on those who have
wronged you, strong government that will use industry to
drive the economy, one centralized core group will make
the tough decisions for the rest of the country.
~Location #3 (America): everyone has an equal say in the
government, the right to private property and an
opportunity to move up the social and economic ladders.
~Location #4 (Japan): emphasis on honor and tradition,
loyalty to your country, respect for your ancestors, and a
strong drive to succeed in all aspects of life.
The teacher will read each description aloud to the class,
and will then tell them to decide which place they would
like to live in during a period of economic turmoil. Students
will be told to select one, discuss with their shoulder
partner why they chose it, and will then come together for a
whole class discussion about which is the best. After the
discussion has thoroughly covered all aspects, the teacher
will explain which country relates to which place, and will
give a rationale for the exercise (i.e. “this is what we’ll be
covering over the next week and a half”).
What the Students Will Do
Students will read the description of each place,
and will then determine individually which place
they would like to live in. Students will then talk
with their shoulder partner about why they would
want to live there (and any differences in opinions
they might have), and will then come together for a
full class discussion to talk about the merits of each
particular place. There will be “no wrong answers”
in this discussion.
PowerPoint
Lecture- The
Rise of
Stalin/Domestic
Policies- 15
minutes
Role-Playing
Activity- 20
minutes
The teacher will then introduce a short PowerPoint
presentation that covers a brief history of Joseph Stalin’s
rise to power, as well as Russia in the era following World
War I. It will detail Stalin’s step-by-step ascent to power,
and the major domestic policies that he encouraged,
including a comparison between his political beliefs and
those of other major Russian leaders of the time period.
Key topics will include:
~Rise of Stalin
~Russia after WW I
~Stalin in power
~Stalin’s various rivals
*Refer to attached PowerPoint for actual content*
The teacher will hand out character cards to each student.
The character cards will have a variety of names, genders,
occupations and social standings. The teacher will tell
students to read their card, and then write down what they
think their character would want in the new Soviet Union.
The teacher will then have students group themselves with
other students who have cards with similar beliefs and roles
in society. They will then as a group formulate an
argument as to why their beliefs and needs should be met,
and why they belong together in that group. During this
time, the teacher will roam the classroom and observe
interactions between students, and ask them guided
questions in order to get them on the correct path. Sample
questions include:
~“Does being a poor farmer mean that you would like
government assistance, or want to be left alone? Why?”
~“Why would being an aristocrat make you want to reject
communism?”
This activity is meant to create an understanding of how the
wants of different members of society were conflicting and
Students will take notes on the PowerPoint lecture
via a guided timeline worksheet that also has a
space reserved for characteristics of Stalin. If they
have any questions, students will ask the teacher
over the course of the presentation.
Students will read their character cards, and will
then write on the back of their cards what groups in
society that believe their character would agree
with, and why. Students will then move about the
classroom and meet other characters, slowly
forming into groups depending on their particular
views and situations. Once students have come
together into at least three definitive groups, they
will explain to the rest of the class why they felt
that would ally with others who are in the same
cluster as them.
PowerPoint
LectureStalin’s Foreign
Policies- 15
minutes
will eventually cause conflict. Sample characters will
include:
~Vladimir Lubestki- A farmer who owns a small plot of
land, but lacks a substantial amount of farm animals and
can only provide enough to subsist.
~Ivan Saslowsky- A wealthy member of the aristocratic
class who is bound and determined to preserve the rights
and property of the nobles.
~Olik Petrov- A high-ranking Russian general who
advocates for military rule.
Once the activity is over, the teacher will collect each
student’s character card, and will read over each individual
response to assess comprehension and critical thinking
skills.
The teacher will then launch another short PowerPoint
lecture that covers Stalin’s foreign policies, with a focus on
his four point plan and his alliances and strategy
before/during world war II. The teacher will cover topics
such as:
~Stalin’s four point policy, including:
~1: for peace & strengthening trade relations
~2: for peaceful relations with neighboring countries
~3: for supporting peoples who are victims of
aggression and are searching for independence
~4: not afraid of threats of aggression, and will
retaliate as is appropriate
~Initial support for the Nazi party
~Joining the League of Nations in 1934
~Alliance with France and Czechoslovakia in 1935
~Nazi-Soviet Non-Aggression Pact in 1939
~Alliance with Allied Powers in 1943 at Tehran
Conference
*Refer to attached PowerPoint for actual content*
Students will take notes on a different guided notesheet for this activity. They will sit quietly and
listen to the lecture, but will ask questions as
various misconceptions and thoughts occur to them
related to the material.
Primary Source
Analysis &
Whiteboard
Activity- 20
minutes
Closure- 3-2-1
Activity- 5
minutes
Homework
Assignment- At
Home
The teacher will hand each table/group of students a
primary source packet containing a primary source from
two of Stalin’s critical foreign policies: the Nazi-Soviet
Aggression Pact and the Tehran Conference. The students
will note key points and facts from each source and will
discuss them with their table on which aspects of the source
they deem important.
To check the students’ understanding the teacher will then
handout whiteboards to the students. The teacher will then
describe characteristics of each of the policies and the
students will write which policy they feel the characteristics
best describe. And then hold up their answer for the teacher
to see. The teacher will then address any misunderstandings
and reference the primary source in doing so.
The teacher will give students the following prompts with
five minutes left in the class. The teacher will write them on
the whiteboard, and will read them to the class and explain
what each one means, and will then hand out index cards
for the students to write their responses on. The prompts
will be as follows:
~3: Name 3 characteristics of Stalin that helped him rise to
power in Russia.
~2: Name 2 radical changes imposed by Stalin between
World War I and World War II.
~1: Name (in your opinion) the most positive aspect of
Soviet Communism and defend your answer.
The teacher will collect each index card as the students exit
the classroom at the end of the block.
Before the class is over, the teacher will hand out a small
homework slip that details the students’ assignment for the
night. Students will be told to use their knowledge of the
political ideologies studied during the day (Communism
and Fascism) to make a foldable that compares and
Students will analyze both of the primary sources in
their packet and take notes on key facts or bits of
information they feel is important or necessary to
know. They will then briefly discuss their findings
with their peers at their table. They will then listen
to the teacher’s description of different policies and
attempt to match the description to one of the
policies covered from the lecture.
Students will write their responses (in complete
sentences) to each of the three prompts on an index,
working individually and using their knowledge
from the day’s lesson to respond as completely and
coherently as possible. Students will hand the cards
to their teacher as they leave the classroom.
The students will view the sample foldable created
by the teacher, and will then use their knowledge of
both communism and fascism to create their own
unique foldable comparing the two ideologies for
homework that night. The students will bring their
contrasts the facets of both ideologies. They will have had foldables in to share next class, and will be graded
experience making foldables before, and the teacher will on accuracy of content, completion, and creativity.
give them a sample link that can help them get creative in
making them, such as:
http://newsouthvoices.uncc.edu/files/nsv/institute/Foldables
.pdf
The teacher will show the students an example foldable,
that the students will pass around the classroom before the
bell rings.
Foldable will be graded on the +, , or Materials Needed for the Lesson:







Character Cards
Index Cards
Personal Whiteboards
Expo Markers
PowerPoint presentation (twice)
Projector
Primary Source Sheets
Bibliography/Resources Used:
Communism. (2011, October 27). Retrieved October 27, 2011, from Wikipedia website:
http://en.wikipedia.org/wiki/Communism#Stalinism
Fascism. (2011, October 27). Retrieved October 27, 2011, from Wikipedia website:
http://en.wikipedia.org/wiki/Fascism
Halsall, P. (1997, August). The Molotov-Ribbentrop Pact, 1939 [Reproduced Text]. Retrieved October
27, 2011, from Modern History Sourcebook website: http://www.fordham.edu/halsall/mod/1939pact.html
Russian History. (n.d.). Russian Foreign Policy, 1928-1939. Retrieved October 26, 2011, from Russians Abroad website:
http://www.russiansabroad.com/russian_history_65.html
Simkin, J. (n.d.). Joseph Stalin: Biography. Retrieved October 26, 2011, from Spartacus Educational website:
http://www.spartacus.schoolnet.co.uk/RUSstalin.htm
Stalin's four point foreign policy- Mar 11, 1939 [Re-release of original press release]. (2009, March 11). Retrieved October 26, 2011,
fr
from The Telegraph website: http://www.telegraph.co.uk/news/newstopics/britainatwar/4968167/Stalins-four-point-foreignp
policy-Mar-11-1939.html
The Tehran Conference. (1997). Retrieved October 27, 2011, from The Avalon Project website:
http://www.yale.edu/lawweb/avalon/wwii/tehran.htm
Adaption/Differentiation:
ELL/struggling
readers
ADHD
Gifted
For our ELL/struggling readers the lesson addresses their need through the foldable which allows them to
easily make connections between the content over the course of the lesson and the next day’s lesson
involving fascism. The role play activity is another way in which the ELL learners are benefiting from this
lesson in that they are able to practice communicating with their peers and are only required to read a short
summary of who they are.
The ADHD students are addressed through this lesson in that they are able to do a variety of activities to
constantly keep their minds on task and engaged at all times. The role play activity does this well in that
they are able to also get up and move around a lot and discuss their character’s beliefs.
The Gifted students are addressed in this lesson in having them critically think about what system would
be the best in their opinion for the opening. They are also engaged during the primary source portion of the
lesson in that they are able to investigate the source on a deeper level than most and discuss their findings
with their peers.
Explanation of Instructional Strategies Used:
Hook/Student Choice: The lesson opens with four descriptions of systems and their different policies in place. In having the students
select a system and defend their choice then sharing with a shoulder partner, the teacher is able to address the needs of all the levels of
students with all the different disabilities or advancements in having them think critically on their own, discussing their choice with a
neighbor and then addressing each possible choice as a whole class. This allows the teacher to create an interest in the topic and build
a foundation for the rest of the lesson on Joseph Stalin and his effectiveness or ineffectiveness as a leader.
PowerPoint: The short PowerPoint portion of the lesson is meant to create a visual connection to who Joseph Stalin was and to build
a background on how he came to power. This PowerPoint will also address his domestic policies and its effect on the people. This
strategy is meant to provide a visual for the students and to prepare them for the following activity by creating background knowledge
on the leader and his policies.
Role Playing: The role playing activity is meant for the student to understand what exactly the people were feeling towards the
leadership of Joseph Stalin. This allows the students to see that not all people agree on what makes an effective or beneficial leader.
Upon completing this activity they will review their previous characteristics of good leaders sheet and assess how the characteristics
listed correlate with the view of their character of this activity. Students will also be formatively assessed from their defense of what
policies their character would support, as the teacher will collect each card at the end of the exercise.
PowerPoint: The short PowerPoint following the role playing activity is meant to transition from Stalin’s domestic policies to his
foreign policies. Now that the students understand the impacts on the citizens of the Soviet Union, they could build off of that to
understand his impact on the global level with his foreign policies. The PowerPoint gives a visual representation of the material and
allows for the concept connections to be made.
Primary Source Investigation/Whiteboard activity: The primary source investigation/whiteboard activity is meant to have the
students become fully engaged with the content. It allows the gifted students to think critically and propose ideas on what the source
is attempting to communicate or what the picture is trying to explain and it also removes the language and reading barrier for ELL and
struggling readers. To assess the students understanding of the content, the teacher conducts a whiteboard activity where the teacher
ask a series of questions and the students write and hold up their answers on the their own whiteboards. This allows the teacher to
formatively assess the student’s understanding of the policies and leadership characteristics of Stalin addressed during the lesson.
3-2-1 Activity: The 3-2-1 activity is meant to be a formative assessment of the students understanding of the material which the
teacher will collect. This will allow the teacher to assess each student’s understanding on an individual basis and also allow them to
analyze the effectiveness of the lesson and address any misconceptions or areas which need further review.
Foldable Homework: The foldable homework is meant to reinforce the students understanding of the concept of different types of
government and policies by having the students compare Fascism and Communism on the political and economic levels in both
Russia and Germany at this point in history.
Rubric (to be completed by instructor)
Points
/3 ea.
Rubric for Lesson Plans See full rubric for detailed description of expectations. See Dr. Cude for
further explanation.
NCSS Themes: □ 1
□2
□3
□4
□5
□6
□7
□8
□9
10
Objectives/EQ: well written EQ which is essential, objectives well written and significant
Assessment: aligned with objectives, formative & summative
Content & procedures: HOOK, closure, timing, appropriate, detailed, accurate content, well
□
chosen strategies
PASS criteria: higher-order thinking, depth of knowledge [disciplined inquiry], meaning beyond
school, substantive conversation, integrative, ethical valuing
Required elements: additional pieces submitted (incl. powerpoint, notesheet, assessments, rubrics,
etc), on time, strong visual component, use of primary sources
TOTAL
13.5 – 15 = exemplary (A)
12- 13.25 = meets target (B)
10.25 – 11.75 = meets target (C)
10 and below = needs improvement/redo & resubmit
Student Choice Activity (Hook)
Directions: Students will read each passage concerning a different society, and will then
determine whether or not they would like to live in that place. They will then discuss with a
partner about why they chose the location that they did, and will then come together as a wholegroup and debate which society would be the best, and why.

Location 1: In this society, everyone is treated equally. People may have different jobs,
but together they share all of their products and resources. Everyone has equal rights, and
the government protects those rights to the best of its ability. There is a strong national
government ruled by a few, but it is working hard to help industrialize the country and
provide a better life for each of its citizens while encouraging other nations to develop the
same system of government.
Basis: The Soviet Union

Location 2: In this society, life has been rough for the past few years; however, a strong,
centralized government is driving the economy by using industry and is bonding the
people together using a common theme of ancestry, culture, and blood. The government
promises to get revenge on those who have wronged you in the past, and is trying to unite
the people by giving them a common enemy to hate. In this economy, the government
will take control and make all of the tough decisions for the rest of the nation.
Basis: Nazi Germany

Location 3: In this society, everyone has an equal say in how the government acts. The
right to private property is emphasized, but there is also a movement to provide social aid
and welfare to those who are in tough economic times. People have the opportunity to
make something of themselves here and move up both the social and economic ladders;
this society is also made up of people of many ethnicities, giving it a diverse and more
tolerant population than in many other countries.
Basis: The United States

Location 4: In this society, there is a strong emphasis on honor and tradition. The state is
run by the military, who also use themes of common ancestry and culture to motivate the
people. This results in a strong desire by the people to succeed and support their country,
whatever the cost, and a common respect for the past and one’s ancestors. Being loyal to
your country is incredibly important here, and you are expected (and will be rewarded)
for your passion and drive to make this society the best.
Basis: Japan
**Note: Students will not know the basis for each location until the end of the discussion.**
 Born Dec. 21, 1879 to
extremely poor family
 Becomes a
Democratic Socialist
on Lenin’s side as a
Bolshevik in 1904
 Involvement in the
Russia Revolution
 Rise to power as the
sole leader of the
Soviet Union
 New Economic Plan
 First Five Year Plan
 Collectivization
 Purging
 Secret Police – NKVD
Narodnyy komissariat
vnutrennikh del, or “The
People's Commissariat
for Internal Affairs”
 Strengthen
Trade
 Peaceful
neighborly
relations
 Support victims
of aggression
 No fear of
aggressors of the
integrity of the
Soviet Union





http://www.whslibrary.com/Images/stalin.gif
http://www.drtomoconnor.com/3400/3400lect07.htm
http://www.google.com/imgres?q=young+joseph+stalin&num=10&um=1&hl=en&safe=off&client=fire
fox-a&rls=org.mozilla:enUS:official&biw=1280&bih=670&tbm=isch&tbnid=s8AoqI2PnwCI5M:&imgrefurl=http://bastardoldho
lborn.blogspot.com/2009_11_01_archive.html&docid=r2Iexjr332ZVNM&imgurl=http://4.bp.blogspot.
com/_0KryCmn4Bsg/SwULpU7_GNI/AAAAAAAAC90/Yg9asGlX7b4/s1600/Joseph%252BStalin.%252
BSecret%252BPolice,%252BRussia,%252B%25401908.JPG&w=611&h=447&ei=hC6vTt7CCuLV0QGtocia
AQ&zoom=1&iact=rc&dur=301&sig=105157643847428376747&sqi=2&page=1&tbnh=125&tbnw=177&star
t=0&ndsp=22&ved=1t:429,r:10,s:0&tx=142&ty=94
http://s3.amazonaws.com/files.posterous.com/toddgilleland/NWxCkwqkbqJQnIkkDoQbEE2xEFBKx
TPll89Y3p2l7AunRCJXCLtwrGFWMtQL/stalin_moustache.jpg?AWSAccessKeyId=AKIAJFZAE65UYR
T34AOQ&Expires=1320104140&Signature=WECuDt6wSJJmAVKuxFBcKoSkEZA%3D
http://www.google.com/imgres?q=stalin+propaganda&um=1&hl=en&safe=off&client=firefoxa&sa=X&rls=org.mozilla:en-US:official&biw=1280&bih=670&tbm=isch&tbnid=igPQ2_obmHaUM:&imgrefurl=http://www.xtimeline.com/evt/view.aspx%3Fid%3D46374&docid=lMsMoxE
FQeTJiM&imgurl=http://www.xtimeline.com/__UserPic_Large/3621/ELT200712060118579702086.JPG
&w=800&h=591&ei=tFmvTrvdG4Pv0gHXse2lAQ&zoom=1&iact=rc&dur=435&sig=105157643847428376
747&page=1&tbnh=145&tbnw=191&start=0&ndsp=22&ved=1t:429,r:19,s:0&tx=106&ty=89
Character Cards:
Directions: Students will read the description of their character, and will then write on the back
of each card saying what they want out of their government, and who they think they would ally
with or support in Stalin’s new government. Students will then walk around the room and meet
other characters in an attempt to self-group themselves into groups representative of the Soviet
population.
 Vladimir Lubestki- A farmer who owns a small plot
of land, but lacks a substantial amount of farm
animals and can only provide enough to subsist.
 Ivan Saslowsky- A wealthy member of the
aristocratic class who is bound and determined to
preserve the rights and property of the nobles.
 Olik Petrov- A high-ranking Russian general who
advocates for military rule.
 Timothy Rasputin- An advisor to Ivan Saslowsky; his
quest for power and wealth is tied to the aristocrat
class.
 Josef Hitsky- An industrial worker at a factory in
Moscow. Josef does not receive enough pay to feed
his family, and has recently turned to a life of crime.
 Nikolai Turbinskie- A secret police agent in the
NKVD, Nikolai knows quite a bit about the NKVD’s
activities and is planning on blackmailing a highranking officer to make a tidy profit.
 Leon Yusef- The owner of a large area of land, this
kulak has just been told that Stalin is trying to
collectivize all farms.
 Ivan Lenin- A former Menshevik (the opposing party
to the Bolsheviks), Ivan has started an underground
group that is plans to overthrow Stalin.
 Jim Trotsky- A peasant farmer who has been aided
by Stalin’s New Economic Policies, and is slowly
making his way into the Soviet middle class.
 Henry Silverski- A Russian Jew who owns a
Western-style fashion store in Moscow that is starting
to become very profitable.
 Joseph Ivanov- A subsistence farmer who is unable
to afford new farming technology that would allow
him to increase production fivefold.
 Erik Leonsky- A follower of Lenin’s original
teachings, Erik thinks that there can be a middle
ground between a heavily centralized government
and personal freedoms for the people.
 Mikhail Ernev- A foot-soldier in the Red Army who
is willing to support anyone or do anything in order
to gain glory and power.
 Urlek Romanov- One of Stalin’s closest supporters,
Urlek has just been promoted to the Ministry of
Defense and is looking for a protégé.
 Yuri Akevz- A former farmer living in the Ukraine,
Yuri hopes to be given a plot of land by the
government and begin a new life in the Soviet Union.
 Moses Vigdor- A wealthy aristocrat, Moses was sixth
in line to take over the throne before the Russian
Revolution; he still wants to become czar someday.
 Painting the enemy
 1930’s push for support of National Socialist German
Worker’s Party
 False beliefs
Communism
 Class-less and State-less
society
 Economy in the hands of
the people instead of
government
 Under Stalin- need for
key elite to lead the
people
Fascism
 Radical and
Authoritarian
 Violent purges
 Promotes violence
 Exalts idea of militarism
 Under Hitlercombination of Fascism
and biological racism
and anti-Semitism
 1934 membership
 Stop the spread
 Defensive
alliances
 AntiFascism
 Military
alliances in
Europe
 1939 attack on
Poland
 MolotovRibbentrop Pact
 Benefits to the
Soviet Union
 November 1943
 Creation of two
fronts
 Push for alliance
 http://3.bp.blogspot.com/_Y1xTrEn3pwg/SJG_Cc9K6XI/AAAAA




AAAAgg/CBgwY3_NIrY/s400/Hitler-Stalin%2Bcartoon.jpg
http://3.bp.blogspot.com/1CmVU39ZD_E/TahF7jm3v1I/AAAAAAAAAWQ/f9Bl0IFfXxk/s16
00/Joseph+Stalin%252C+Franklin+D.+Roosevelt%252C+and+Wi
nston+Churchill+in+Tehran+Conference%252C+1943.jpg
http://www.worldmapphotos.com/wpcontent/uploads/2011/06/Map-Of-Europe-During-World-War2.jpg
http://www.financenews.co.uk/wpcontent/uploads/2010/01/3a.LeagueofNationsAssemblyin1932.jp
g
http://image3.examiner.com/images/blog/wysiwyg/image/hitler
-stalin.jpg
Directions: Students will read through each document, underlining key components that relate to
Stalin’s foreign policies that were just covered. Students will also take notes on the sheet in order
to explain a concept or idea that relates to one of Stalin’s major ideas about foreign policy.
Molotov-Ribbentrop Pact
The Government of the German Reich and The Government of the Union of Soviet Socialist
Republics desirous of strengthening the cause of peace between Germany and the U.S.S.R., and
proceeding from the fundamental provisions of the Neutrality Agreement concluded in April,
1926 between Germany and the U.S.S.R., have reached the following Agreement:
Article I. Both High Contracting Parties obligate themselves to desist from any act of violence,
any aggressive action, and any attack on each other, either individually or jointly with other
Powers.
Article II. Should one of the High Contracting Parties become the object of belligerent action by
a third Power, the other High Contracting Party shall in no manner lend its support to this third
Power.
Article III. The Governments of the two High Contracting Parties shall in the future maintain
continual contact with one another for the purpose of consultation in order to exchange
information on problems affecting their common interests.
Article IV. Should disputes or conflicts arise between the High Contracting Parties shall
participate in any grouping of Powers whatsoever that is directly or indirectly aimed at the other
party.
Article V. Should disputes or conflicts arise between the High Contracting Parties over problems
of one kind or another, both parties shall settle these disputes or conflicts exclusively through
friendly exchange of opinion or, if necessary, through the establishment of arbitration
commissions.
Article VI. The present Treaty is concluded for a period of ten years, with the proviso that, in so
far as one of the High Contracting Parties does not advance it one year prior to the expiration of
this period, the validity of this Treaty shall automatically be extended for another five years.
Article VII. The present treaty shall be ratified within the shortest possible time. The
ratifications shall be exchanged in Berlin. The Agreement shall enter into force as soon as it is
signed.
Secret Additional Protocol
Article I. In the event of a territorial and political rearrangement in the areas belonging to the
Baltic States (Finland, Estonia, Latvia, Lithuania), the northern boundary of Lithuania shall
represent the boundary of the spheres of influence of Germany and U.S.S.R. In this connection
the interest of Lithuania in the Vilna area is recognized by each party.
Article II. In the event of a territorial and political rearrangement of the areas belonging to the
Polish state, the spheres of influence of Germany and the U.S.S.R. shall be bounded
approximately by the line of the rivers Narev, Vistula and San.
The question of whether the interests of both parties make desirable the maintenance of an
independent Polish States and how such a state should be bounded can only be definitely
determined in the course of further political developments.
In any event both Governments will resolve this question by means of a friendly agreement.
Article III. With regard to Southeastern Europe attention is called by the Soviet side to its
interest in Bessarabia. The German side declares its complete political disinteredness in these
areas.
Article IV. This protocol shall be treated by both parties as strictly secret.
Moscow, August 23, 1939.
Pulled From: http://www.fordham.edu/halsall/mod/1939pact.html
THE TEHRAN CONFERENCE, NOVEMBER 28-DECEMBER 1, 1943
(a) Declaration of the Three Powers, December 1, 1943
We the President of the United States, the Prime Minister of Great Britain, and the Premier of the
Soviet Union, have met these four days past, in this, the Capital of our Ally, Iran, and have
shaped and confirmed our common policy.
We express our determination that our nations shall work together in war and in the peace that
will follow..
As to war-our military staffs have joined in our round table discussions, and we have concerted
our plans for the destruction of the German forces. We have reached complete agreement as to
the scope and timing of the operations to be undertaken from the east, west and south.
The common understanding which we have here reached guarantees that victory will be ours.
And as to peace-we are sure that our concord will win an enduring Peace. We recognize fully the
supreme responsibility resting upon us and all the United Nations to make a peace which will
command the goodwill of the overwhelming mass of the peoples of the world and banish the
scourge and terror of war for many generations.
With our Diplomatic advisors we have surveyed the problems of the future. We shall seek the
cooperation and active participation of all nations, large and small, whose peoples in heart and
mind are dedicated, as are our own peoples, to the elimination of tyranny and slavery, oppression
and intolerance. We will welcome them, as they may choose to come, into a world family of
Democratic Nations.
No power on earth can prevent our destroying the German armies by land, their U Boats by sea,
and their war plants from the air.
Our attack will be relentless and increasing.
Emerging from these cordial conferences we look with confidence to the day when all peoples of
the world may live free lives, untouched by tyranny, and according to their varying desires and
their own consciences.
We came here with hope and determination. We leave here, friends in fact, in spirit and in
purpose.
(c) Military Conclusions of the Tehran Conference
The Conference:(1) Agreed that the Partisans in Yugoslavia should be supported by supplies and equipment to
the greatest possible extent, and also by commando operations:
(2) Agreed that, from the military point of view, it was most desirable that Turkey should come
into the war on the side of the Allies before the end of the year:
(3) Took note of Marshal Stalin's statement that if Turkey found herself at war with Germany,
and as a result Bulgaria declared war on Turkey or attacked her, the Soviet would immediately
be at war with Bulgaria. The Conference further took note that this fact could be explicitly stated
in the forthcoming negotiations to bring Turkey into the war:
(4) Took note that Operation OVERLORD would be launched during May 1944, in conjunction
with an operation against Southern France. The latter operation would be undertaken in as great a
strength as availability of landing-craft permitted. The Conference further took note of Marshal
Stalin's statement that the Soviet forces would launch an offensive at about the same time with
the object of preventing the German forces from transferring from the Eastern to the Western
Front:
(5) Agreed that the military staffs of the Three Powers should henceforward keep in close touch
with each other in regard to the impending operations in Europe. In particular it was agreed that a
cover plan to mystify and mislead the enemy as regards these operations should be concerted
between the staffs concerned.
FRANKLIN D. ROOSEVELT
JOSEPH V. STALIN
WINSTON S. CHURCHILL
TEHRAN, December 1, 1943.
Pulled from: http://www.yale.edu/lawweb/avalon/wwii/tehran.htm
MSSE 570/470/571/471/675/690
**History-Based Lesson**
Name: Sam Saslowsky & Ben Shifflett Date: 11/10/11
circle one: Original / Revision
Subject/Class: World History II
Grade Level: 10th
Topic: The Rise of Adolf Hitler & Nazi Germany
Context: This lesson falls on the second day of the unit after the lesson on Joseph Stalin’s rise to power and the governmental systems in place in
the USSR. It will address Adolf Hitler’s rise to power and the historical aspects of his position as the leader of the Third Reich. The following
class will cover Franklin D. Roosevelt and events in the United States during this time frame.
Big Idea (U) and
Question for
Exploration
1. How do groups
and institutions
work to meet
individual needs,
promote the
common good,
and address
persistent social
issues? (NCSS 5)
Objectives
SOLs
Your own written objectives (K, D,
Values)
Your assessment: formative and
summative; NCSS products


P1: Evaluate the effectiveness of each
leader’s policies, both foreign and
domestic, once they achieved control
over the populace. (NCSS 5, 6)
K5: The effectiveness of the domestic
and foreign policies passed and the
reaction of the populace on such
policies.
Formative:

Student discussion about
the video

Jigsaw Activity
2. What are the
roles of
individuals,
groups, and
institutions in
furthering both
societal continuity
and change over
time? (NCSS 5)

WHII.12a
The student will demonstrate knowledge of
the worldwide impact of World War II by
describing major events, and identifying
leaders of the war, with emphasis on Franklin
D. Roosevelt, Harry Truman, Dwight D.
Eisenhower, Douglas MacArthur, George C.
Marshall, Winston Churchill, Joseph Stalin,
Adolf Hitler, Hideki Tojo, and Hirohito;
WHII.12a
See Above
properties of great leaders. (NCSS 5)
K2: The sequence of events that led to
Hitler, Stalin, and FDR rising to
power. (NCSS 6, 8)
P1: see above.
Formative:

Jigsaw Activity

Technology-Based Activity
NCSS:

Using computer based
technology and
media/communication
research, and presenting
findings in illustrations or
essays about social conflict
(NCSS 5).
3. Under what
circumstances is
the exercise of
political power
and authority
legitimate?
(NCSS 6)

P2: Interpret the effectiveness of the
leader in creating and running a
K4: How the actions of these leaders
affected their neighboring countries.
NCSS:
(NCSS 3)
positive and negative consequences of
domestically and in foreign relations.
(NCSS 6)
Formative:

Jigsaw Activity


Closing Prompt



The influence of individuals, groups,
and institutions on people and events
in historical and contemporary
settings (K, NCSS 5).
specific contemporary and historical
movements that have caused them to
advocate public policies (P, NCSS
5).
How the various forms of groups and
institutions change over time (K,
NCSS 5).
institutions work to meet individual
needs, promote or fail to promote the
common good, and address
persistent social issues (P, NCSS 5).
Mechanisms by which governments
meet the needs and wants of citizens,
regulate territory, manage conflict,
balance competing conceptions of a
just society (K, NCSS 6).
political science to research issues
concerning power, authority, and
governance (P, NCSS 6).



WHII.11 The student will demonstrate
knowledge of political, economic, social, and
cultural
c) examining events related to the rise,
aggression, and human costs of dictatorial
regimes in the Soviet Union, Germany, Italy,
and Japan, and identifying their major
leaders, i.e., Joseph Stalin, Adolf Hitler,
WHII.12a
See Above




portion of the questions on our
unit test
Background Content Outline:

Adolf Hitler’s Early Years:
o Adolf Hitler was born in a small town in Austria, near the western border with Germany, in 1889. He was born to a
relatively poor family of peasants, and was deeply religious as a child. As he grew, Hitler began to despise Austria and
become more and more enamored with the idea of Germany; one of his greatest heroes was Otto Von Bismarck, the first
Chancellor of the German Empire. Over the years, he changed his goals multiple times, eventually moving to Vienna in a
(failed) attempt to become an artist. Before the outbreak of World War I, he was drafted by the Austrian army, but was
rejected as being “unfit for combat and auxiliary duty- too weak.” Once conflict broke out, Hitler volunteered for the
German army in an attempt to begin a new life serving a country that he admired.
o As a dispatch-runner during World War I, Hitler reached the rank of corporal and eventually was awarded the “Iron Cross”
by the German high command. He was injured during a British mustard gas attack in 1918, however, and was in the
hospital recovering during the time that Germany surrendered. After Germany was defeated, Hitler began working for the
German Army so that he could spy on the German Worker’s Party (a socialist organization, which completely went against
his ideologies). In 1921, after gathering a large following as a result of his skills as an orator, Hitler became the head of the
newly formed National Socialist German Worker’s Party (the Nazi Party).
Resource Pulled From: http://www.spartacus.schoolnet.co.uk/GERhitler.htm

Germany After World War I:
o After the Treaty of Versailles, Germany was put into a very rough situation. They were forced to pay huge sums of money
in reparations to the other European countries as a result of instigating the war, and were forced to take responsibility for
causing the war in the first place. The geographic boundaries of Germany were reduced as well, resulting in a large loss of
population for the country. The German army was also demilitarized, with a maximum force of only 100,000 soldiers
allotted to them. In an effort to pay the reparations after World War I, Germany began printing massive amounts of money
to compensate for their lack of income (reparations consisted of over 38% of their national budget); this led to
hyperinflation, where the value of German currency dropped drastically because of the rapid increase in its supply.
o As a result of the harsh terms, the overall German mindset quickly deteriorated to one that glorified revenge for the
suffering they were enduring. This national feeling of inequality and undeserved blame led to massive political change, and
an increase in hostility towards other nations. This, combined with Hitler’s strategy in creating a passionate, nationalistic
state, helped drive Germany towards conflict in what would become World War II.
Resource Pulled From: http://www.pvhs.chico.k12.ca.us/~bsilva/projects/great_war/effects.htm

Hitler’s Rise To Power:
o After Hitler was sent to prison for three months for assaulting a political rival in late 1921, he began to organize his
supporters more so than before. He formed his own private army called the SS (for Storm Section), and recruited many
former soldiers as “storm troopers” to disrupt rival political factions and to guard Hitler himself from revenge attacks. In an
attempt to overthrow the government, he and hundreds of the SS attacked Munich police forces; he was eventually found,
arrested, and put on trial. Hitler was eventually given a five-year sentence in prison, but because of some sympathizers who
were higher-ups in the German government of the time, he was treated well and received many freedoms not typical to
prisoners of the state (ability to walk the grounds, receive gifts, no restrictions on visitors). While in prison, he wrote a
book called Mein Kampf, or “My Struggle,” that detailed his views on politics, philosophy, class relations, and in particular
emphasized his support of biological racism and anti-Semitism. In December of 1924, after having served only one year of
his prison sentence, Hitler was released and continued to push for the growth of the Nazi Party.
o In October of 1929, the Wall Street Crash occurred, tearing down any semblance of a recovered economy that Germany
had rebuilt in the past decade. As the depression worsened, support for Hitler and the extremist Nazi Party grew, and by
late 1930 Hitler was the leader of the second largest party in the Reichstag (German Parliament). One of the other major
parties was the German Communist Party, who Hitler despised. In 1932, he was able to rally the public into a panic that
another Bolshevik Revolution was going to happen in Germany, and gathered enough support to become appointed
Chancellor of Germany. Hitler began to use his storm troopers to arrest and remove any and all opposition to his party,
sending thousands of members of both the Social Democrat Party and the German Communist Party to concentration
camps. After removing virtually all opposition from the Reichstag, Hitler proposed the “Enabling Bill,” which granted him
dictatorial powers in Germany. By 1933, Hitler was the head of a fascist, totalitarian German state.
Resource Pulled From: http://www.spartacus.schoolnet.co.uk/GERhitler.htm

The Nazi Party:
o A political party that grew from the nationalist socialist movement in 1920’s Germany, the Nazi Party was a right-wing
faction that was came to power in Germany in 1933 and operated under a totalitarian model under the end of World War II
in 1945. Founded by Anton Drexler in Munich in 1919, it was taken over by force by Adolf Hitler in 1921. The initial main
goals were for the German populace to collectively reject the Treaty of Versailles and to expand the boundaries of
Germany to their former size. Under the Nazi Party, the state would begin to control more facets of life, and used racism
and anti-Semitic rhetoric to sway the populace. In fact, the only reason that Hitler included the word “Socialist” in the
party’s name was to appeal to the working class.
o The party grew over time, from 25,000 members in 1925 to over 180,000 members in 1929, and the Nazi Party began to
compete in local, state, and federal elections. As the Great Depression hit, support for a stronger national government grew,
as did support for the Nazi Party, and Hitler’s power grew with it. After former chancellor Paul von Hindenburg’s death in
1933, Hitler declared the Nazi Party to be “the only political party in Germany,” and made himself Fuhrer, or “supreme
leader.” It became mandatory for all government officials to become members of the Nazi Party, and Germany became a
truly fascist state after Hitler executed all left-wing Nazis in 1934. The Nazi Party was structured as a pyramid, with Hitler
at the top as sole director of the country (fuhrer, chancellor, and commander-in-chief), party members and officials in the
middle, and groups such as women, children, and workers at the bottom (all of whom were part of various party
organizations as well). By 1935, all political, cultural, and social activities in Germany were designed and monitored by
members of the Nazi Party.
Resource Pulled From: http://www.britannica.com/EBchecked/topic/407190/Nazi-Party

Goals of the Third Reich:
o The Third Reich is a name used to describe Hitler’s Nazi Germany from 1933 until the end of World War II in 1945. Under
the Third Reich, Hitler instituted a policy of coordination, which aligned both individuals and institutions with the goals of
the Nazi Party. Their main goals were stated as such:
 Tear up the Treaty of Versailles
 Restore Germany to the ranks of the “Great Powers”
 Bring the nation out of the depression
 Crush the “communist threat”
 Take back the streets from “criminals and subversives”
o The Nazis were able to push and motivate people through the use of propaganda. Whether it was to raise support for a new
economic policy or gather more troops for the growing army, the Nazis tailored their propaganda to whatever cause they
wished. Under Hitler, the Third Reich no longer had a president (Hitler was the fuhrer) and the government could operate
outside of the law whenever necessary in order to push the party’s agenda. This agenda included the elimination of anyone
who was “racially inferior,” which centered on discriminating against Jews and the Roma; this led to the beginning of the
Holocaust, in which millions of Jews (among other races and religious groups) were systematically murdered by the Nazi
government.
o The Third Reich was aided by three main factors: the suppression of any political dissent by the SS, the overwhelming
popularity of Hitler, and, the support of the German people to fight communism. The people were motivated by the
promises made by Hitler and the Third Reich, who saw himself and his government as heirs to the legacy of
Charlemagne’s Frankish Empire and the German Empire under the Prussian dynasty.
Resource Pulled From: http://www.ushmm.org/wlc/en/article.php?ModuleId=10007331

The Holocaust:
o The Holocaust was the systematic slaughter of approximately six million European Jews and an estimated 3-4 million of
other various ethnicities and religions under Adolf Hitler’s Nazi Germany. Other groups that suffered included the Poles,
Roma (gypsies), Russians, homosexuals, the mentally/physically handicapped, and prisoners of war. Anti-Semitism played
a key part not only in Hitler’s personal ideology, but how he was able to motivate the masses; he would use propaganda to
push the importance of having pure German blood, and one of the central themes of Mein Kampf was that the German
people needed to overcome the problems that the Jews were causing them. This intolerance and hate was a keystone of
Hitler’s political agenda.
o In 1935, Hitler passed the Nuremberg race laws, which proclaimed that Jews were second-class citizens and began the
persecution of the Jewish people in Germany. Jews were forced to wear a patch in the shape of the Star of David in order to
distinguish them from the rest of the populace, and the Nazi Party encouraged boycotts on Jewish businesses and began to
force them out of jobs in public service. This was carried through with the Kristalnacht (the night of broken glass) where
Germans raided the Jewish business, breaking their windows of the stores and destroying as much as possible to hinder and
break the Jews. Immediately before (and during) World War II, the Nazis created ghettos (enclosed city districts in poor
conditions) for Jews to live, and many Jews were also killed by the Nazi mobile death squads (the Einsatzgruppen).
o Between 1942 and 1945, Hitler began to move Jews from the ghettos to concentration camps, where millions of Jews were
systematically murdered. In these death camps, the oppressed minorities in Germany would work in incredibly harsh
conditions until they were executed in some manner (gas chambers, for example). Once the Allied Powers were able to
make their way through Europe and discovered the death camps in 1944 and 1945, they shut them down and liberated all of
the poor souls who had been held there and were still alive. After the war was over, many Nazis were put on trial for war
crimes as a result of the horror of the Holocaust. What had begun as a disgusting motivational tool to push the German
populace towards support for the Nazi Party ended with the deaths of over ten million innocent people in central Europe.
Resource Pulled From: http://www.u-s-history.com/pages/h1677.html
DEAN CHART
Concept word
Totalitarianism
D=define
A style of government that
attempts to exert complete
control over its citizens.
E=examples
~USSR (1924-1991)
~Nazi Germany
A=attributes
~Rule by a singular
individual
N=non-examples
~Democracy
~Free elections
Fascism
Nazism
~Italy in the Interwar Period
bonds a nation together
~Second Spanish Republic
through common
connections in ancestry and
culture.
combines fascism with
elements of both biological
racism and anti-Semitism.
~Nazi Germany
~The National Socialist
Bloc in Sweden
freedoms
~Advocates for the
creation of a singular, allpowerful government
~Promotes political
violence and war
~Use of paramilitary
organizations
~Far-right ideology
~Advocates the
supremacy of a master
(Aryan) race
~Promotes a stratified
economy
~Socialism in Denmark
~Republicanism in the
United States
~Communism
~Democratic Socialism
Instructional Plan:
Hook5minutes
At the start of class, the teacher will tell students to turn
in their foldables, which were homework assigned the
class period prior to this. The teacher will then tell the
students what the day’s lecture will be on: Adolf Hitler
and the rise of the Third Reich. The teacher will play a
clip that shows Adolf Hitler during a Nazi rally in
Germany, circa the mid-1930’s.
~Link provided:
http://www.youtube.com/watch?v=CuaRGtIrM9U
Before the teacher begins the video, the teacher will
prompt students to recall some of the characteristics of
great leaders that they have previously studied. Once a
student mentions either oratory or charisma, the teacher
will explain that Hitler was able to motivate the masses
through passionate speeches. If no student mentions
The students will begin class by handing in their
homework assigned during the class prior to this one.
Students will then watch the video shown to them by the
teacher, and will respond to the questions asked by the
teacher after the video is over. Students will also comment
on the points brought up by fellow students.
Jigsaw
Activity- 2025 minutes
oratory or charisma, then the teacher will mention those
traits to the students. After viewing the video, The
teacher will ask students what they noticed about the
video, including but not limited to:
~What did you notice about Hitler’s body language?
~How did the crowd respond?
~What kind of language did Hitler use?
~What is the environment like?
The teacher will take note of the depth of students’
responses, and will comment and expand on the
responses given. The teacher will then transition into a
short PowerPoint lecture that addresses Hitler’s youth
and eventual rise to power in Germany.
The teacher will give every student a graphic organizer
and will also divide the students into home groups and
base groups. The teacher will have the home groups
initially research information about one of four
different aspects of Adolf Hitler’s rule. Each group
will be assigned a different topic being either:
Government, Economic, Historical, or Social issues.
The home groups will, as a table, research information
on these topics and write down key points in their
graphic organizer about their topic. The teacher will
then check each groups key points with the rubric to
make sure that they have all the most important points
and thus preventing the possibility of false information
being presented to the other students. The home group
students then will be matched up with other students
from each of the home groups to make their based
group and will present their findings to their new base
group. The teacher will monitor the room and will
check on each group to make sure that they are on task
an effectively presenting the information.
The students will research their topic from their packet
given to them by their teacher. They will read the
information to themselves silently first, then discuss the
parts of the sources that they deemed important. They will
then write down these key facts on their graphic organizer
and then compare them to the teacher’s rubric for their
section to make sure that their information is correct.
They will then be sorted into base groups to present their
topic to their peers and then write down the information
their peers tell them for each of the topics addressed.
Mini
LecturePowerPoint10-15
minutes
Technology
Based
Activity- 3540 minutes
The teacher will present a brief lecture using the
PowerPoint, which will address the following topics:
~Adolf Hitler’s youth
~Hitler’s experience in the military
~Hitler’s initial involvement in politics
~Hitler’s path to power in Germany
The teacher will address the material chronologically
and will highlight the key points to make sure the
student s understand their importance.
**See attached PowerPoint presentation for all content
that will be shown to the students**
The teacher will distribute laptops from the mobile lab
to each student. The teacher will then demonstrate how
to access the following website:
www.schoolhistory.co.uk/lessons/riseofhitler/index.htm
The students are to complete all three steps of the
website and will then print out their responses at the
end and give them to the teacher. This activity will
allow the teacher to assess the student formatively.
During this activity students will do the following:
~Research and detail the life of Adolf Hitler from
1889-1945;
~Explore the step-by-step process by which Hitler
came to power, including motivational techniques and
political strategies;
~Understand why the German people followed Hitler,
and what he promised them in return;
~Develop conclusions about how and why Hitler cam
to power, and what his goals were as leader of
Germany.
After students finish the assignment, the teacher will
tell them to print out their final page (complete with
The students will take notes on the graphic organizer
provided and will follow along with the lecture to be
prepared for the jigsaw and the technology activity later in
class. Students will ask questions to clarify any aspects of
the lecture if they are confused or curious about a
particular topic.
Technology Based Activity- 35-40 minutes
Closure- 5
minutes
their own conclusion about the readings) and to hand it
in. If students finish earlier than others, there are
alternative resource links available through the website
that students can use to further their knowledge of the
topic (all websites are appropriate).
The teacher will wrap up the class by collecting each
student’s print-out from the web-based activity. The
teacher will then prompt the students with a question:
“How are Josef Stalin and Adolf Hitler similar? How
are they different?” The teacher will then write a
category for each on the whiteboard, and will call on
students to volunteer information one at a time. As the
class is ending, the teacher will remind them that while
these two men were different, they share many similar
characteristics found in strong leaders. In addition, the
teacher will ask the students if they can brainstorm any
occasions from current events, which relate to the
genocide committed by these leaders. Upon hearing
1-3 educated guesses, the teacher will address which
are similar and briefly explain each and how they are
similar.
Materials Needed for the Lesson:






Projector
Internet Access
PowerPoint
Whiteboard
Laptops (one per student)
Printer
The students will respond to the prompt given to them by
the teacher, and will call out various traits, attitudes, and
actions that Hitler and Stalin shared. Students will be
forced to recall this information from the day’s lesson as
well as the first day of the unit’s lesson, and will make
connections to the qualities that all great/strong leaders
share.
The Holocaust. (2011). Retrieved November 7, 2011, from United States History website:
http://www.u-s-history.com/pages/h1677.html
Holocaust History. (2011, January 6). Third Reich. Retrieved November 7, 2011, from United States Holocaust Memorial Museum
website: http://www.ushmm.org/wlc/en/article.php?ModuleId=10007331
Karpilovsky, S., Fogel, M., & Kobelt, O. (1996). The Great War- Effects. Retrieved November 7, 2011, from Silva Pages website:
http://www.pvhs.chico.k12.ca.us/~bsilva/projects/great_war/effects.htm
Nazi Party. (2011). In Encyclopedia Britannica. Retrieved November 7, 2011 from
http://www.britannica.com/EBchecked/topic/407190/Nazi-Party
Rosenberg, J. (2011). Adolf Hitler. Retrieved November 7, 2011, from About.com website:
http://history1900s.about.com/cs/hitleradolf/p/hitler.htm
Simkin, J. (2003). Adolf Hitler: Biography. Retrieved November 7, 2011, from Spartacus Educational website:
http://www.spartacus.schoolnet.co.uk/GERhitler.htm
Tonge, S. (2011, January 5). Hitler's Foreign Policy. In European History. Retrieved November 7, 2011, from A Web of English
History website: http://www.historyhome.co.uk/europe/hitfor.htm
Treuman, C. (2011). The Nazis and the Germany Economy. Retrieved November 7, 2011, from History Learning Site website:
http://www.historylearningsite.co.uk/nazis_and_the_german_economy.htm
ELL/struggling
readers
ADHD
This lesson plan addresses the needs of ELL’s through the use of visuals provided during the PowerPoint
lecture, which will help to clearly relay concepts and content. They will also have advanced organizers
provided to them to help with note taking.
ADHD students will be helped out by the fact that there are a variety of activities included in this lesson,
which will help to keep them on task. They are able to move around some and discuss content with their
peers through the jigsaw activity, are able to participate in a variety of activities through the web based
Gifted
activity which assesses their understanding throughout the lesson and yet keeps the learning and content
fresh and fun.
Gifted students will be aided by the multiple opportunities provided to discuss and defend their personal
ideas about the content, allowing them to be engaged creatively and in a critical thinking manner. Also,
they will have the chance to be “experts in their field” during the Jigsaw Activity, where they can tell
others about what they have learned and teach others about content.

Hook: In using a primary source video of one of Hitler’s motivational speeches, the teacher is able to pull the students in to the
content and exemplify how someone with such bad motives was able to draw in the populace and win the election. It seems that
even though this hook would be in the original language of German, the students would still be able to see how he could have been
seen as a strong leader for a struggling nation.

Jigsaw: This will allow the class to cover and learn about the various aspects of Hitler’s life and influence, while also getting them
up and moving in the classroom. Students will use critical thinking skills and will be forced to pull important information out of a
document, and must also decide what subject matter is the most important for their classmates to learn. In addition, the teacher is
able to check the student’s work to make sure they are telling their peers the right information.

Mini Lecture: This serves as an opportunity to provide visual stimulation for the children, and to reinforce the material that the
students will be learning about in the lesson. Students will be forced to use the material described in the PowerPoint to reach
higher levels of Bloom’s Taxonomy later in the lesson, applying and evaluating using the knowledge they have gained.

Web Based Activity: The web activity allows the students to actively engage in the material. It allows them to check their
understanding of the content through a series of assessments, which are both fun and engaging. It allows gifted learners to go into
as much depth in their answers and inquiry as they wish. The activity allows intermediate learners to check their understanding
and not be bored with silly games as well. And the activity allows lower level learners to move at their own pace and read more
on the subject for more background on the content.

Closure: In reflection of the previous day, and applying the content from this lesson it seems effective for the teacher to compare
and contrast Stalin and Hitler in discussion with the class. This allows for formative assessment of what the students have learned
and recall about each leader and allow them to see the similarities of the two as well as how they differed.
Points
/3 ea.
NCSS Themes: □ 1
□2
□3
□4
□5
□6
□7
□8
□9
10
□
chosen strategies
Required elements: additional pieces submitted (incl. powerpoint, notesheet, assessments, rubrics,
TOTAL
10.25 – 11.75 = meets target (C)
Hitler’s Social Impacts
Social Issues, The Shoah
Introduction
The Holocaust is generally regarded as the systematic, state-sponsored persecution and slaughter of
approximately 6 million Jews — two thirds of the total European Jewish population, and two-fifths of the
Jews in the entire world — but also millions of other victims, by the Nazi regime and its collaborators
under Adolf Hitler.
While the Jews were the primary target, there were many other ethnic, secular, religious, and national
groups that suffered during the Holocaust, including Poles, Czechs, Greeks, Gypsies, Serbs, Ukranians, and
Russians, as well as homosexuals, mentally and physically handicapped persons, trade unionists, prisoners
of war, Jehovah's Witnesses, and uncounted others. All were targeted because of their perceived "racial
inferiority."
The roots of Hitler's hatred
Disagreements persist about the precise origins of Hitler's anti-semitism. His hatred of the Jews was so
unrelenting that the political testament he signed on April 29, 1945 — just one day before his suicide and
fewer than 10 days before German surrender — ended by ordering "the government and the people to
uphold the race laws ... and to resist mercilessly the poisoner of all nations, international Jewry." As early
as 1919, in his first definite anti-Jewish writing, Hitler stated that "rational anti-semitism must lead to a
systematic legal opposition and elimination of the special privileges which Jews hold... Its final objective
must unswervingly be the removal of the Jews altogether."
Modern anti-semitism in Germany was boosted in the 1880s when an influential nationalist historian,
Heinrich von Trietschke, published a series of articles in which he wrote, "The Jews are our misfortune."
That slogan would later be written on banners at Nazi rallies. Another anti-Jewish German writer, Wilhelm
Marr, coined the term anti-semitism.
Anti-semitism was not unique to Germany. Hitler was only exploiting anti-semitic feelings that had been
endemic in Europe for centuries. Germany was in terrible shape economically after World War I, and Hitler
and his ideals made it easy for the German people to lay the blame on one particular group. Hitler led many
to believe that the Jews had been the source of defeat during the war, as well as for the economic
depression during the 1930s.
At the heart of Hitler's political creed stood the ideal of racial purity. Above all else, German, or "Aryan,"
blood must be kept vital and strong. Neither Hitler nor any of his contemporaries was the first to practice
what has sometimes been called "the longest hatred." Hitler was born into a world, and into an
environment, in which anti-semitism was already present. His time spent in Vienna, Austria, as a young
man, fueled his notions of racial superiority.
Hitler joined, and soon became the leader of, a small right-wing political group that called itself the
National Socialist German Workers Party (Nazi). The Nazis attempted to take over the German government
in November 1923, but were unsuccessful, and Hitler received a five-year prison sentence for his
involvement in the uprising. He served nine months of his sentence in a suite of rooms at the prison, during
which time he wrote Mein Kampf (My Struggle), which declared that some races create civilization and
others corrupt it. By 1945, his book had sold more than 6,000,000 copies.
The Nazis gained in popularity as Hitler promised a better life for the German people. By 1932 the Nazis
were the largest political party in Germany. They soon gained total control, and called their state the Third
Reich. Hitler's speeches — typically delivered from rough notes and sometimes lasting two hours — drew
crowds that often numbered in the tens of thousands.
Hell on Earth
In 1933, the Jewish population of Europe was more than 9 million. Most European Jews lived in countries
that the Third Reich would occupy, or at least influence, during World War II. By 1945, close to two out of
every three European Jews had been killed as part of the "Final Solution," or the policy to slay all the Jews
of Europe.
The Holocaust had essentially been underway since the enactment of the 1935 Nuremberg Race Laws,
which proclaimed Jews to be second-class citizens and excluded German Jews from Reich citizenship, as
well as prohibited them from marrying or having sexual relations with persons of "German or related
blood." German Jewish athletes were not
allowed to participate in the 1936 Olympics.
As soon as Hitler became chancellor of
Germany in 1933, he implemented his
scheme to conclude the struggle between the
"master race" and the "inferior races."
Anything in the media that opposed the Nazi
Party was censored and removed. All forms
of communication, whether newspapers,
magazines, books, art, music, or radio, were
controlled by the Nazis.
Soon, laws were instituted against Jews that
forced them out of public life — civil
service jobs, university positions, and
numerous others. Jewish businesses were
boycotted, and all Jews were compelled to
label their exterior clothing with a yellow
Star of David with the word "Juden" (Jew).
Eventually, Jews were more and more
segregated, until finally, they couldn't go to
public schools, theaters, or resorts, and were
even banned from walking in certain parts of
Germany.
When World War II erupted on September 1, 1939 and Germany gained victory over Poland, the Nazis
began to enslave the Poles and destroy their culture. The first step was to eliminate the leaders and
intelligensia. Many university professors, politicians, writers, and Catholic priests were murdered. Polish
people were dislocated to make room for the "superior" Germans.
Hitler’s Historical Aspects
Adolf Hitler
Historical Importance of Adolf Hitler: Adolf Hitler was responsible for starting World War II and for
killing more than 11 million people during the Holocaust.
Dates: April 20, 1889 -- April 30, 1945
Also Known As: Führer of the Third Reich
Overview of Adolf Hitler: Adolf Hitler was born on April 20, 1889 in Braunau am Inn, Austria. Adi, as he
was known in his youth, spent his childhood in Austria. His father, Alois, retired from civil service in 1895,
when Hitler was only six, which created a tense, strict atmosphere at home.
When Hitler was 13, his father passed away and his mother, Klara, had to care for Hitler and his siblings by
herself. Times were tough for the Hitler household. In 1905, at age 16, Adolf quit school and never
returned.
Hitler as an Artist
Hitler dreamed of becoming an artist, so in 1907 he applied to the painting school at the Vienna Academy
of Art. He did not pass the entrance exam. In 1908 he again tried to apply to the Vienna Academy of Art
but this time was not even allowed to take the test. Two months later, his mother passed away from breast
cancer.
Hitler spent the next four years in Vienna, living off what little he earned from selling postcards of his
architectural drawings and the small inheritance from his mother. During this period of time, Hitler started
to dabble in politics and became especially influenced by pan-Germanism.
Hitler Serves in World War I
To avoid military service in the Austrian army, Hitler moved to Munich, Germany in May 1913 but as soon
as World War I broke out, Hitler asked for and received special permission to serve in the BavarianGerman army.
Adolf Hitler quickly proved to be a courageous soldier. By December 1914, he was awarded the Iron Cross
(Second Class), in October 1916 he was wounded by a grenade splinter, and in August 1918 he was
awarded the Iron Cross (First Class).
On October 13, 1918, a gas attack caused him to go temporarily blind. While recuperating in a hospital,
Hitler heard the news of the end of the war and of Germany's defeat. His anger and feelings of betrayal
shaped his and the world's future.
Hitler Gets Political
After the war, many in Germany felt betrayed by the German government for their sudden and unexpected
surrender. The subsequent inflation made even finding a job and day-to-day living difficult for the average
German citizen.
In 1919, Hitler was working for an army organization in which he checked-up on burgeoning local political
groups. While spying on these groups in September 1919, Hitler found one he liked. Soon after joining the
group (he became the 55th member), he was leading it.
Hitler's Coup
Hitler believed that he could provide a stronger government that would bring strength and prestige back to
Germany. So, on November 9, 1923, he attempted a coup of the government, the Beer Hall Putsch. It failed
and Hitler was sentenced to five years at Landsberg Prison. Though he only served nine months of his term,
he used this time to formulate his thoughts about a new Germany, which he made into a book, Mein Kampf.
Once he was released, he continued on his road to ultimate power.
Hitler Comes to Power in Germany
By July 1932, Hitler had enough support to run for president of Germany, though he lost the election to
Paul von Hindenburg. However, on January 30, 1933, Hindenburg appointed Hitler as chancellor of
Germany. Within a year and a half, Hitler was able to take over both the position of president (Hindenburg
died) and chancellor and combine them into one position of supreme leader, the Führer.
After legally gaining power in Germany, Hitler quickly began solidifying his position by putting those that
disagreed with him into concentration camps. He created massive amounts of propaganda that strengthened
German pride by blaming all their problems on Communists and Jews. The concept of pan-Germanism
inspired Hitler to combine German peoples in various countries in Europe as well as look east for
lebensraum.
Hitler Starts World War II
Since the world was extremely sensitive about the possibility of starting another world war, Hitler was able
to annex Austria in 1938 without a single battle. But when he had his forces enter Poland in August 1939,
the world could no longer stand aside and just watch -- World War II began.
From the Nuremberg Laws in 1935 to Kristallnacht in 1938, Hitler slowly removed Jews from German
society. However, with the cover of World War II, the Nazis created an elaborate and intensive system to
work Jews as slaves and kill them. Hitler is considered one of the most evil people in history because of the
Holocaust.
During the beginning of World War II, the German war machine seemed unstoppable. However, the tide
turned at the Battle of Stalingrad in the beginning of 1943. As the Allied Army got closer to Berlin, Hitler
continued to control his regime from the safety of an underground bunker. Soon, even that was no longer
safe. After writing his last will and political testament on April 29, 1945, Adolf Hitler and Eva Braun
committed suicide on April 30, 1945.
http://history1900s.about.com/cs/hitleradolf/p/hitler.htm
Hitler’s Political Aspects
Hitler’s Foreign Policy
Brief Summary
1933 Germany left the League of Nations.
1934 Attempted Nazi coup in Austria crushed.
Poland and Germany sign alliance.
1935 Germany broke the military clauses of the Treaty of Versailles
1936 German troops reoccupied the Rhineland.
Rome-Berlin Axis signed
1938 Anschluss with Austria.
Sudetenland handed to Germany as a result of the Munich conference.
1939 Rest of the Czech lands occupied by the Germans.
Germany invaded Poland.
WWII began.
Hitler’s Foreign Policy Aims
When Hitler came to power he was determined to make Germany a great power again and to dominate
Europe. He had set out his ideas in a book called Mein Kampf (My Struggle) that he had written in prison
in 1924. His main aims were
1.
2.
3.
To destroy the Treaty of Versailles imposed on Germany after her defeat in World War One.
Hitler felt the Treaty was unfair and most Germans supported this view.
To unite all German speakers together in one country. After World War One there were
Germans living in many countries in Europe e.g. Austria, Czechoslovakia, Poland. Hitler
hoped that by uniting them together in one country he would create a powerful Germany or
Grossdeutschland.
To expand eastwards into the East (Poland, Russia) to gain land for Germany (Lebensraumliving space).
His tactics involved using the threat of violence to achieve his aims. He realised that his potential foes,
France and Britain, were reluctant to go to war and were prepared to compromise to avoid a repeat of
World War One. He was also an opportunist who often took advantage of events for his own benefit.
His foreign policy successes in the 1930s were to make him a very popular figure in Germany. As one
German political opponent described:
1933-4
Hitler protested at the fact that the Allies had not disarmed after World War and he left the disarmament
conference and the League of Nations in 1933. He intensified the programme of secret rearmament.
In 1934, Germany and Poland concluded an alliance, the first of his infamous ten year non-aggression
pacts. This caused a surprise in Europe at the time. The alliance broke Germany’s diplomatic isolation
while also weakening France’s series of anti-German alliances in Eastern Europe. For the next five years
Poland and Germany were to enjoy cordial relations. However like many of his agreements, this was a
tactical move and Hitler had no intention of honouring the agreement in the long term.
In July 1934 an attempt by Austrian Nazis to overthrow the government in their country was crushed. The
Austrian Prime Minister Dollfuss was killed in the attempt. Hitler at first supported the attempted coup but
disowned the action when it was clear it would fail. Italy reacted with great hostility to the prospect of
Austria falling into Nazi hands and rushed troops to the border with Austria.
In January 1935 the Saar voted to return to Germany. This region had been placed under the control of the
League of Nations by the Treaty of Versailles. This allowed the French to exploit its coalfields for 15 years.
The vote to return to Germany was supported by over 90%. It was a major propaganda boost for Hitler who
could claim that his policies had the backing of the German people.
In March, using the pretext that the other powers had not disarmed, Hitler announced that Germany was
going to reintroduce conscription and create an army of 36 divisions. He also said that Germany was going
to build up an air force (the Luftwaffe) and expand her navy. All of these actions were against the terms of
the Treaty of Versailles but were very popular in Germany.
Britain, Italy and France formed the Stresa front to protest at this action but took no further measures. This
united front against Germany was further weakened when Italy invaded Ethiopia.
A factor that helped Hitler was the attitude of the English. They felt that Germany had been very
harshly treated at Versailles and there was a lot of sympathy for the German actions. The memory of
the horrors of the First World War was also still very strong in Britain. They were also very anticommunist and worried more about Stalin.
The Rhineland 1936
Under the Treaty of Versailles the Germans were forbidden to erect fortifications or station troops in the
Rhineland or within 50 kilometres of the right bank of the river. In 1935 when Mussolini attacked
Ethiopia, Hitler ignored international protests and supported Mussolini. This ended Germany’s
international isolation and the Italians signalled their acceptance of German influence in Austria and the
eventual remilitarisation of the Rhineland.
Alliance with Mussolini 1936
In June 1936 the Spanish Civil War broke out. Both Hitler and Mussolini sent aid to General Franco who
was fighting against the popularly elected government of Spain. This closer co-operation between the two
Fascist dictators led to an alliance known as the Rome-Berlin Axis. It was an agreement to pursue a joint
foreign policy. Both agreed to stop the spread of communism in Europe. This relationship became closer in
1939 with the signing of “The Pact of Steel”.
Austria 1938
Hitler had long wished to bring the land of his birth under German control. There was a Nazi party in
Austria and many in Austria supported the union of both countries. Although there had been a failed coup
attempt in 1934, Germany had extended its influence in Austria by 1938.
In February 1938 the Austrian Prime Minister, Schuschnigg, met Hitler at Berchtesgaden in the Alps. At
the meeting the Austrian chancellor was threatened and was forced to place leading Austrian Nazis in his
Government.
On his return to Austria, Schuschnigg tried to stop spreading German influence by calling a referendum.
This enraged Hitler and Schuschnigg was forced to resign. German troops “were invited in” by the new
Nazi Prime Minister, Seyss-Inquart.
Hitler returned in triumph to Vienna where he was greeted by euphoric crowds. This was the city where
before World War One he had lived as a down and out. Hitler incorporated Austria into the Reich as the
province of Ostmark. This event became known as the Anschluss.
Again the British and French did nothing. The new Prime Minister in Britain was Neville Chamberlain.
He wanted to prevent another European war breaking out. He decided to follow a policy called
Appeasement.
Appeasement was a policy of giving into Hitler’s reasonable demands in order to prevent war. It was
a very popular policy in Britain at
the time.
The Sudetenland (Czechoslovakia)
1938
The next target for Hitler was the
country of Czechoslovakia. It had
been founded after World War One.
It was the only democracy in Eastern
Europe and possessed a good army. It
also contained a number of national
minorities (it was nicknamed “little
Austria-Hungary”) including a large
German minority in an area known as
the Sudentenland. Hitler encouraged
the Germans living there to demonstrate against Czech rule. The leader of the Sudeten German Party was
Konrad Henlein.
Hitler decided to use the grievances of the Sudeten Germans to bring the area under German control. He
secretly set the date of 1 October for war with Czechoslovakia if the issue was not resolved. Throughout the
summer of 1938 the crisis grew worse. The Sudeten Germans backed by Nazi propaganda agitated for
greater autonomy (independence).
Chamberlain hoped to avoid war and felt that there was some justification in the German demand for the
region. He flew to Germany and met Hitler twice, at Berchtesgaden and Bad Godesberg. However
although it seemed an agreement had been reached, Hitler made new demands and it looked as if Europe
was on the brink of war.
Mussolini was ill prepared for a war and proposed a conference of Britain, France, Germany and Italy. This
met at Munich on 28 September. The Czechs were not even invited. The British and French agreed to
Hitler’s demands and it seemed as if the threat of war was averted. Chamberlain and Daladier, the French
Prime Minister, received heroes welcomes when they returned home. The Czechs were bitter at the loss of
territory including most of their border fortifications and were now virtually powerless to resist the
Germans.
In March 1939, Hitler took over the rest of the Czech lands after encouraging the Slovaks to declare
independence under German protection. The Czech president, Hacha was invited to Berlin and was
threatened that if he did not agree to German occupation, Prague would be bombed. Significantly this was
the first non-Germanic land that Hitler had seized. This occupation outraged public opinion in
Britain and marked the end of appeasement. In the same month the German speaking town of Memel
was seized from Lithuania.
Poland 1939
The occupation of the rest of Czechoslovakia had led Britain to guarantee Poland that if she was attacked
she would come to her aid. Under the Treaty of Versailles the newly created state of Poland was given the
German speaking port of Danzig and land known as the Polish Corridor in order to give it access to the
sea. Hitler wanted to destroy Poland in order to gain living space (Lebensraum).
A Very Surprising Alliance!
As the summer wore on tension grew. Both Britain and France and Germany were trying to gain the
support of the USSR in the event of war. Stalin did not trust Britain and France and felt they were
encouraging Hitler to attack Russia. He had been greatly angered by the Munich agreement.
Although both Germany and the Soviet Union had been bitter enemies up to 1939, the world was stunned
to learn that they had reached an agreement on 23 August 1939. This was a Ten Year Non-Aggression
pact. Both countries benefited from this agreement. For the Soviet Union it allowed her more time to
prepare for war and she gained a lot of territory in Eastern Europe. Germany was assured that if she
attacked Poland she would not have to face a two-front war.
Nazi Soviet Non Aggression Pact
Secret Additional Protocol.
On the occasion of the signature of the Non-Aggression Pact between the German Reich and the
Union of Socialist Soviet Republics the undersigned plenipotentiaries of each of the two parties
discussed in strictly confidential conversations the question of the boundary of their respective
spheres of influence in Eastern Europe. These conversations led to the following conclusions:
Article I.
In the event of a territorial and political rearrangement in the areas belonging to the
Baltic States (Finland, Estonia, Latvia, Lithuania), the northern boundary of Lithuania
shall represent the boundary of the spheres of influence of Germany and U.S.S.R. In this
connection the interest of Lithuania in the Vilna area is recognized by each party.
Article II. In the event of a territorial and political rearrangement of the areas belonging to the Polish
State, the spheres of influence of Germany and the U.S.S.R. shall be bounded approximately
by the line of the rivers Narev, Vistula and San.
The question of whether the interests of both parties make desirable the maintenance of an
independent Polish State and how such a state should be bounded can only be definitely
determined in the course of further political developments.
In any event both Governments will resolve this question by means of a friendly agreement.
Article III. With regard to South eastern Europe attention is called by the Soviet side to its interest
in Bessarabia. The German side declares its complete political disinterest in these areas.
Article IV. This Protocol shall be treated by both parties as strictly secret.
Moscow, August 23, 1939.
Hitler hoped that the news of the Pact with Russia would stop France and Britain from going to war if
Germany attacked Poland. He was surprised when Britain and Poland concluded a mutual defence treaty.
Mussolini informed him that Italy was unprepared for war and he postponed the invasion of Poland. A
flurry of diplomatic activity achieved nothing and on 1 September Germany invaded Poland. On 3
September Britain and France declared war on Germany.
World War Two had begun.
http://www.historyhome.co.uk/europe/hitfor.htm
Hitler’s Economic Aspects
The Nazis and the German Economy
Germany’s economy was in a mess when Hitler was elected Chancellor in January 1933. Hitler and Nazi
propaganda had played on the population’s fear of no hope. Unemployment peaked at 6 million during the
final days of the Weimar Republic – near enough 50% of the nation’s working population. Now Hitler
decreed that all should work in Nazi Germany and he constantly played on the economic miracle Nazi
Germany achieved.
This "economic miracle" was based on unemployment all but disappearing by 1939.
Unemployment in Germany
Total
January 1933
6 million
January 1934
3.3 million
January 1935
2.9 million
January 1936
2.5 million
January 1937
1.8 million
January 1938
1.0 million
January 1939
302,000
But was this true or did the Nazi propaganda machine move into overdrive to persuade the
nation and Europe that she had achieved something that other European nations had not during
the time of economic depression?
A number of policies were introduced which caused the unemployment figures to drop.
Women were no longer included in the statistics so any women who remained out of work under
the Nazi’s rule did not exist as far as the statistics were concerned.
The unemployed were given a very simple choice: do whatever work is given to you by the
government or be classed as "work-shy" and put in a concentration camp.
Jews lost their citizenship in 1935 and as a result were not included in unemployment figures
even though many lost their employment at the start of Hitler’s time in power.
Many young men were taken off of the unemployment figure when conscription was brought in
(1935) and men had to do their time in the army etc. By 1939, the army was 1.4 million strong.
To equip these men with weapons etc., factories were built and this took even more off of the
unemployment figure.
With these measures in place the unemployment figure had to fall drastically and many saw the
Nazi figures as nothing more than a book-keeping trick. However, many would have been too
scared to speak out against the Nazis or pass negative comments on the published figures such was the fear of the Gestapo.
However, there is no doubt that work was created. The Nazis introduced public work schemes
for men who worked in the National Labour Service (Reichsarbeitsdienst or RAD). Their work
would have included digging ditches on farms to assist irrigation, building the new autobahns,
planting new forests etc. The men of the RAD wore a military style uniform, lived in camps near
to where they were working and received only what we would term pocket money. However,
compared to the lack of success of the Weimar government and the chronic misery of 1931 to
1932, these men felt that at least the Nazi government was making the effort to improve their lot.
To ‘protect’ those in work, the German Labour Front was set up. This was lead by Robert Ley.
The GLF took the role of trade unions which had been banned. To an extent, the GLF did this.
Ley ordered that workers could not be sacked on the spot but he also ordered that a worker
could not leave his job without the government’s permission. Only government labour
exchanges could arrange for a new job if someone did leave his employment.
However, the GLF increased the number of hours worked from 60 to 72 per week (including
overtime) by 1939. Strikes were outlawed. The average factory worker was earning 10 times
more than those on dole money and few complained – though to do so was fraught with
potential difficulties.
The leisure time of the workers was also taken care of. An organisation called "Kraft durch
Freude" (KdF) took care of this. Ley and the KdF worked out that each worker had 3,740 hours
per year free for pursuing leisure activities - which the state would provide. The activities
provided by the state were carefully and systematically recorded. For the Berlin area (1933-38) :
Type of Event
Number of events
Number of people involved
21,146
11,507,432
989
705,623
5,896
126,292
Sports Events
388
1,432,596
Cultural events
20,527
10,518,282
Holidays and cruises
1,196
702,491
Museum tours
61,503
2,567,596
93
2,435,975
Week-end trips
3,499
1,007,242
Courses/Lectures at the
German Adult Education
Office
19,060
1,009,922
Theatre performances
Concerts
Hikes
Exhibitions
Cheap holidays and the offer of them was a good way to win the support of the average person
in the street. A cruise to the Canary Islands cost 62 marks - easily affordable to many though
most cruises were taken up by Nazi Party officials. Walking and skiing holidays in the Bavarian
Alps cost 28 marks. A two-week tour of Italy cost 155 marks.
The KdF also involved itself in introducing a scheme whereby the workers could get a car. The
Volkswagen - People's Car - was designed so that most could afford it. The Beetle, designed by
Ferdinand Porsche, cost 990 marks. This was about 35 weeks wages for the average worker.
To pay for one, workers went on a hire purchase scheme. They paid 5 marks a week into an
account.
Hitler inspects a model of the Volkswagen Beetle
Theoretically, when the account had reached 750 marks the worker would be given an order
number which would lead to them receiving a car. In fact, no-one received a car. The millions of
marks invested into the scheme were re-directed into the rapidly expanding weapons factories.
This accelerated as World War Two approached. No-one complained as to do so could lead to
serious trouble with the secret police.
Did the Nazis produce an economic miracle for Germany?
The Minister of the Economy was Hjalmar Schacht. He introduced his "New Plan". This plan
intended to reduce imports, reduce unemployment, channel government spending into a wide
range of industries and make trade agreements with other nations. Hermann Goering also
wanted Germany to become self-sufficient in all industries so that as a nation she could survive
a war. Were these plans successful?
by 1939, Germany still imported 33% of its required raw materials
government income had been 10 billion Reichsmarks in 1928. In 1939, it stood at 15 billion.
However, government spending had increased from 12 billion Reichsmarks in 1928 to over 30
billion in 1939 - a difference of 15 billion Reichsmarks. From 1933 to 1939, the Nazi government
always spent more than it earned so that by 1939, government debt stood at over 40 billion
Resichsmarks.
balance of trade figures had gone into the red by 1939 by 0.1 billion Reichsmarks.
unemployment had fallen from 6 million in 1933 to 300,000 by 1939 and industrial production in
1939 was above the figure for Weimar Germany before the 1929 Wall Street Crash.
annual food consumption in 1937 had fallen for wheat bread, meat, bacon, milk, eggs, fish
vegetables, sugar, tropical fruit and beer compared to the 1927 figures. The only increase was
in rye bread, cheese and potatoes.
real earnings in 1938 were all but the same as the 1928 figure. Real earnings are wages
adjusted to allow for inflation.
http://www.historylearningsite.co.uk/nazis_and_the_german_economy.htm
Adolf Hitler Jigsaw Activity
Historical Aspects
Political Aspects
Name:_________________________________________
Economic Aspects
Social Aspects
 Austrian poor family
 Artist life
 WWI Career
 Reduction of
German lands
 Great war debt
 Demilitarized
 Quest for revenge
 Formation of the SS
 Mein Kampf
 National Socialist




German Worker’s Party
Great Depression Impact
Removal of opponents
The Enabling Bill
Complete Control
 Tear up the Treaty of




Versailles
Restore Germany to the rank
of the “Great Powers”
Bring the nation out of the
depression
Crush the “communist
threat”
Take back the streets from
“criminals and subversives”
 Three main factors aided in
completing these goals
 http://www.cominganarchy.com/wordpress/wp




content/old_uploads/europe1919.jpg
http://www.museumsyndicate.com/images/3/21118.jpg
http://cille85.files.wordpress.com/2009/04/adolf-hitler.jpg
http://zapp5.staticworld.net/news/graphics/172464swastika_original.jpg
http://www.crownheights.info/media/2/20100630hitlert.jpg
http://jesus-messiah.com/preterist/preterist-third-reich.gif
Adolf Hitler Lecture Notes
Point in Hitler’s
Life
Early Life
Name:_________________________________
Historical/Social
Events
Political/Economic
Events
National German
Workers Party
Membership
Chancellor of
Germany
Domestic:
Foreign:
World War II
Domestic:
Foreign:
MSSE 570/470/571/471/675/690
Name: Sam Saslowsky & Ben Shifflett Date: 10/5/11 circle one: Original / Revision
**Economics-Based Lesson Plan**
Subject/Class: World History II Grade Level: 10th Topic: The Rise of FDR & U.S. Influence During WW II
Context: This lesson takes place on the third day of the unit and will address the domestic and foreign policies of Franklin D. Roosevelt. It will reflect on some of the aspects
covered in the previous two days on Stalin and Hitler and will compare and contrast all three with the qualities of a good leader. The following day will address Hediki Tojo and
his reign in Japan during this time frame.
Big Idea (U) and
Question for
Exploration
1. How do groups
and institutions
work to meet
individual needs,
promote the
common good,
and address
persistent social
issues? (NCSS 5)
Objectives
SOLs
Your own written objectives (K, D, Values)
Your assessment: formative and
summative; NCSS products


P1: Evaluate the effectiveness of each
leader’s policies, both foreign and
domestic, once they achieved control
over the populace. (NCSS 5, 6)
K5: The effectiveness of the domestic
and foreign policies passed and the
reaction of the populace on such policies.
Formative:

Student discussion about
the video

Jigsaw Activity
2. What are the
roles of
individuals,
groups, and
institutions in
furthering both
societal continuity
and change over
time? (NCSS 5)

WHII.12a
The student will demonstrate knowledge of
the worldwide impact of World War II by
describing major events, and identifying
leaders of the war, with emphasis on Franklin
D. Roosevelt, Harry Truman, Dwight D.
Eisenhower, Douglas MacArthur, George C.
Marshall, Winston Churchill, Joseph Stalin,
Adolf Hitler, Hideki Tojo, and Hirohito;
WHII.12a
See Above
properties of great leaders. (NCSS 5)
K2: The sequence of events that led to
Hitler, Stalin, and FDR rising to power.
(NCSS 6, 8)
P1: see above.
Formative:

Jigsaw Activity

NCSS:

Using computer based
technology and
media/communication
research, and presenting
findings in illustrations or
essays about social conflict
(NCSS 5).
3. Under what
circumstances is
the exercise of
political power
and authority
legitimate?
(NCSS 6)

P2: Interpret the effectiveness of the
leader in creating and running a balanced
and just society.
K4: How the actions of these leaders
affected their neighboring countries.
NCSS:
(NCSS 3)
positive and negative consequences of
domestically and in foreign relations.
(NCSS 6)
Formative:

Jigsaw Activity


Closing Prompt



The influence of individuals, groups,
and institutions on people and events
in historical and contemporary
settings (K, NCSS 5).
specific contemporary and historical
movements that have caused them to
advocate public policies (P, NCSS
5).
How the various forms of groups and
institutions change over time (K,
NCSS 5).
institutions work to meet individual
needs, promote or fail to promote the
common good, and address
persistent social issues (P, NCSS 5).
Mechanisms by which governments
meet the needs and wants of citizens,
regulate territory, manage conflict,
balance competing conceptions of a
just society (K, NCSS 6).
political science to research issues
concerning power, authority, and
governance (P, NCSS 6).



WHII.11 The student will demonstrate
knowledge of political, economic, social, and
cultural
c) examining events related to the rise,
aggression, and human costs of dictatorial
regimes in the Soviet Union, Germany, Italy,
and Japan, and identifying their major
leaders, i.e., Joseph Stalin, Adolf Hitler,
WHII.12a
See Above




portion of the questions on our
unit test
Background Content Outline:. This lesson takes place at the end of the unit on World War II, following lessons on Nazi Germany,
Communist Russia, and the Holocaust. At this point, the Great Depression has been covered during the previous unit on the Interwar
Period, and the final lesson in the unit after this lesson wraps up World War II in Europe and the Pacific.


1932 Presidential Election
o Democratic Candidate Franklin Delano Roosevelt (FDR) inaugurated in March 1933.
o FDR was previously a 2 term Governor of New York.
o Stated that his goals were to combat the problems of unemployment and poverty.
o Selected carefully lawyers, professors, and journalist to be on his “Brain Trust” board of advisors to help set in place
his new policies for reform and change the trends of the economy (see dean chart).
o The policies and programs for change became known as The New Deal (phrase from one of his speeches)
o The New Deal set out to accomplish three goals: relief for the needy, economic recovery, and financial reform
The Hundred Days
o Intense reform activity from March 9-June 16, 1933 became known as the first Hundred Days.
o Passed more than 15 major New Deal programs to provide welfare (see dean chart) to U.S. citizens
o Fireside Chats
 March 12 Fireside Chats began the day before banks reopened.
 The goal of the Fireside Chats was to have the president speak to the people over the radio to motivate the
nation of the aid coming to their side and to advocate the citizens to become active and instill trust in the
programs.
o Banking and Finance Reform
 Glass-Steagall Act of 1933 establishes the Federal Deposit Insurance Corporation to give banks insurance up to
$5,000 to reassure people that their money was safe in a bank and would not be lost.
 Federal Securities Act of May 1933 required corporations to provide all information on stock offerings and
made the corporations liable for any misrepresentations of the data. This led to the creation of the Securities and
Exchange Commission to regulate the stock market.
o Helping the people
 The Agricultural Adjustment Act was passed to raise crop prices by lowing production. This was done by the
government paying the farmers to leave a certain amount of acres unseeded. This idea was supported by the
relationship of supply v. demand.
 The Tennessee Valley Authority was an agency established to construct dams and power plants along the
Tennessee River. It helped control flooding, aided navigation, conserved natural resources, and generated
electric power for the region.


The Civilian Conservation Corps created jobs for men aged 18-25 working on building roads, planting trees,
developing parks, aiding soil erosion, and flood control efforts. It supplied free food to the workers, uniforms,
and lodging allowing the profits of the workers to be sent home to their families.
 The National Industrial Recovery Act provided money to states to create jobs for the construction of schools
and community buildings. This led to the creation of the Civil Works Administration, which created 40,000
schools and paid 50,000 schoolteachers salaries.
o Food, Clothing, and Shelter
 The Home Owners Loan Corporation provided government loans to homeowners whose homes were about to
be foreclosed. This led to the 1934 National Housing Act creating the Federal Housing Administration who still
today give out loans for home mortgages and repairs.
 The Federal Emergency Relief Administration provided direct relief for the needy to help provide food and
clothing to the unemployed, elderly, and sick.
o New Deal issues
 There was much pressure on the president because he was leading the nation into a deficit spending issue. This
meaning that they were spending more than they were bringing in.
 Supreme court determined that the National Industrial Recovery Act was unconstitutional and shut the program
down. They also declared the Agricultural Adjustment Act to be unconstitutional and should be regulated by
local and not federal governments. To counter further issues with the Supreme Court, FDR pushed Congress to
allow him to nominate six new members of the Supreme Court known as his “Court Packing Bill”. Over the
course of his presidency, FDR appointed 8 new justices.
 Republican Challenger Huey Long proposed similar ideas as FDR in 1935 and really wanted to push his idea
called Share-Our-Wealth, which would provide aid to the elderly, and aid the poor. He had many supporters
causing the Republicans to feel that they had a strong candidate for the upcoming election. However, Huey
Long was assassinated in 1935.
Second Hundred Days
o The Second New Deal sought to help farmers, workers, elderly, and poor and was well underway when the time for reelection came about. Due to its progress FDR was reelected in 1936.
o Support for Farmers
 With the Supreme Court declaring AAA unconstitutional, the Second New Deal set up the Soil Conservation
and Domestic Allotment Act, which paid farmers for cutting production of soil depleting crops and rewarded
the farmers for good soil conservation practices.
o Worker Reliefs


The Works Progress Administration wanted to create as many jobs as possible as fast as they could. This gave
jobs to unskilled workers to built airports, construct and repair roads and streets, and more public buildings and
gave women sewing an garment jobs.
 The Wagner Act reestablished the NIRA ideals and provided protection for workers rights and engagement in
collective bargaining. It prohibited unfair working conditions and the threat of firing workers for being in
unions. It led to the Fair Labor Standards Act of 1938, which prohibited working more than 44 hours a week
and set minimum wage to 25 cents per hour, increased to 40 cents per hour in 1945. It also prohibited workers
under 16.
Lasting Effects of the New Deal programs
o The National Labor Regulations Board, created under the Wagner Act still serves as the mediator for labor issues
between employers and worker unions.
o The Securities and Exchange Commission continues to monitor the stock market and regulates the laws on the sale of
stock.
o The Federal Deposit Insurance Corporation still insures U.S. federal banks for up to $100,000.
o The Social Security Act provides insurance and aid to the disabled, elderly, and families with dependent children still
today and has had a lasting influence on many Americans.
o The New Deal also expanded the number and size of many national parks and wildlife refuge sites.
(Gusman, et al. 2011)

The U.S. and the beginnings of WWII
o Initial Response
 Many Americans did not agree with the issues troubling their allies in Europe, however they all felt that it was
not the United states place to intervene so the nation took an isolationism (see dean chart) approach to their
foreign affairs. In an attempt to do this Congress passed the Neutrality Acts. The first two acts banned sales of
arms to nations at war. The third act was in response to the war in Spain so it banned the sale of arms to nations
in civil wars.
o The move towards war
 Roosevelt persuaded Congress to pass the cash-and-carry provision, which allowed warring nations to buy arms
from the U.S. as long as they paid cash and transported it themselves. Roosevelt hoped this would aid France
and Britain however it seemed to be too late. The fear of attack caused Roosevelt and Congress to build up
national defenses and instituted the first peacetime military draft, which recruited 16 million men for service.

Roosevelt also pushed Congress to pass the Lend Lease Act in 1941, which allowed the U.S. to lend or lease
arms to any nation whose defense was vital to the U.S. Shortly after Roosevelt agreed to the Atlantic Charter
with Britain which had them both pledge to have collective security, disbarment, self-determination, economic
cooperation, and freedom of the seas. This agreement started an undeclared naval war with Germany.
 In the Pacific, Japan, who recently agreed to ally itself with Germany and Italy, had already begun to expand its
power to Manchuria and China. In response, the U.S. issued a trade embargo to protest against these acts. This
meant that the U.S. would no longer trade with Japan, which really took a toll on Japan whose war machines ran
on oil provided by the U.S. previously.
 Japan, angered by this declared war on the U.S. and launched an air raid attack on the U.S. on December 7,
1941. Japanese warplanes attacked the navy fleet at Pearl Harbor in Hawaii killing 2,403 Americans and
wounding 1,178. The raid sunk or damaged 21 ships and nearly destroyed the entire U.S. Pacific Fleet. This
was more damage than the navy took during the entirety of WWI.
o Declaration of war
 In reaction to the attack on Pearl Harbor, President Roosevelt issued an address explaining what had happened
and how America must react to such attack. Congress approved Roosevelt’s request for a declaration of war on
Japan. Three days later Germany and Italy declared war on the U.S. bringing America into WWII. U.S. citizens
public opinion quickly changed after the Pearl Harbor attacks from the isolationist approach to one of all out
war.
(Gusman, et al. 2011)
DEAN CHART
Concept
D=define
word
A system in which
Economy
goods and services
are exchanged
between parties.
Isolationism The opposition to
economic and
political
involvement with
E=examples
A=attributes
N=non-examples
o Barter system
o Market system
o More than one thing that holds
value
o Features a consensual agreement
between parties
o No trade
o No alliances
o Focus on self rather than global
events
o No trade
o Theft
o U.S trade embargo
with Japan
o Switzerland during
WWI & WWII
o The Axis Powers
o The U.S., as the
current “world
policeman”
o Self-sufficient
other countries.
Welfare
Government aid for
citizens in social or
economic need.
o Food stamps
o Soup kitchens
o Works Progress
Administration
o Beneficial
o Designed to promote equal social
and economic opportunity
o Tax cuts for the
wealthy
o Cutting jobs
Instructional Plan:
Activity/Time
Hook
3-5 minutes
The teacher will present a prompt to the class
concerning a public problem currently society.
Possible problems include:
o Lack of jobs for community members
o Rising gas prices
o Natural disasters
The teacher will then ask students to propose
solutions, and will tell them to determine whether the
responsibility for dealing with the problem resides in
the local government, the state government, or the
office of the president. The teacher will then guide
the discussion towards how the president should/can
deal with the problem, making a connection to FDR’s
role in the 1930s during the Great Depression.
Students will create a verbal
plan that addresses the issue in
question, complete with
economic and social solutions
that are feasible across periods
of history.
Mini-Lecture
10-15 minutes
The teacher, using the first PowerPoint presentation
on the New Deal, will first review what was going on
in the world at this point (Great Depression) and will
ask the students to describe the situations present at
this point in history. Following the PowerPoint the
Students will take notes in their
INB’s, and will ask questions
for clarification if necessary.
Jigsaw Activity
20-25 minutes
Mini-Lecture
10-15 minutes
teacher will then give a brief overview of who FDR
was and how he came to power in America. This will
serve to give students background information on the
subject of the day’s lesson, and will connect the
content presented to the previous unit on the Great
Depression. The concepts delved into during the
Jigsaw Activity will be previewed here.
The teacher will divide students into five different
groups, each with a different topic. They will be
assigned a short reading on either FDR’s “Fireside
Chats,” the Civilian Conservation Corps, the
Agricultural Adjustment Act, the Works Progress
Administration, or the Tennessee Valley Authority.
Students will then read and take notes on their topic
individually (in an advanced organizer provided by
the teacher), and will then convene in their groups to
discuss what they thought were the most important
aspects. The teacher will then check each groups key
points with the rubric to make sure that they have all
the most important points and thus preventing the
possibility of false information being presented to the
other students. Students will then move into groups
with students who had different topics so that they
can exchange information, being as they are now
“experts in their field.” The teacher will roam the
class, clarifying any misconceptions and helping to
guide discussion towards important points.
The teacher will have short lecture on the beginning
of American involvement in WWII. Topics covered
will include:
o The supplying of Allied Powers with goods
and resources
o The trade embargo with Japan
Students will read about an
assigned topic related to FDR’s
presidency and policies, and will
take notes on their topic in an
advanced organizer. Students
will then discuss in small groups
what they learned, and will
“teach” students from other
groups about their particular
topic.
Students will take notes in their
INB’s, and will ask questions
for clarification if necessary.
Triple Venn
Diagram
20-25 minutes
Closure: One minute
open-essay
3-5 minutes
o The attack on Pearl Harbor
o The U.S. declaring war on Germany and
Japan
The teacher will conduct the lesson following the
PowerPoint presentation titled U.S. Influence in
Early WWII. The teacher will reference that portion
of the background content outline to cover the
material effectively throughout the presentation.
The teacher will draw three intertwined circles on the
whiteboard in front of the class in the form of a triple
Venn Diagram. The teacher will then hand out
multiple slips of paper that have characteristics of
either Stalin, Hitler, or FDR (or all three) for the
students to tape in the correct area on the board. The
teacher will call on students one at a time and have
them place their piece of paper in the correct region
on the board, and will discuss each statement
thoroughly as to its validity. Sample statements
include:
o Strong leader (All 3)
o Centrally-planned economy (Stalin)
o Supported Fascism (Hitler)
o Allied Power (FDR & Stalin)
o Responsible for mass executions (Hitler &
Stalin)
The teacher will ask students which of FDR’s
policies/programs was the most effective and why.
Students will have 1-2 minutes to consider the
question, then 1 minute (strictly timed) to respond in
paragraph form. The teacher will collect the
responses and review what the students write down.
Students will place their slip of
paper in the correct area on the
whiteboard, and will then defend
why they placed it there.
Students in their seats will also
participate in the open
discussion about where a certain
characteristic belongs.
Students will think deeply about
the prompt given to them, and
will record a short response that
details which program was the
most important and why they
think so.
Materials Needed for the Lesson:
 Whiteboard
 Dry Erase Marker
 Interactive Notebook (each student)
 Pen/Pencil (each student)
 Sheets of paper with Traits of Hitler, Stalin, & FDR
 5 short readings on FDR’s various policies
Agricultural Adjustment Act. (2011). Retrieved October 10, 2011, from United States History website: http://www.u-shistory.com/pages/h1639.html
Civilian Conservation Corps. (2011). Retrieved October 10, 2011, from United States History website: http://www.u-shistory.com/pages/h1586.html
Gusman, S., Chewing, J., Grove, S. J., Woolever, T., Reardon, B., Rosa, L. R., & Smith, P. D. (Eds.). (2011). The
Americans. Austin, Texas: Holt McDougal.
Tennessee Valley Authority. (2011). Retrieved October 10, 2011, from United States History website: http://www.u-shistory.com/pages/h1653.html
This Day in History. (n.d.). FDR Broadcasts First Fireside Chat. Retrieved October 10, 2011, from History.com website:
http://www.history.com/this-day-in-history/fdr-broadcasts-first-fireside-chat
Works Progress Administration. (2011). Retrieved October 10, 2011, from United States History website: http://www.u-shistory.com/pages/h1599.html
ELL/struggling
readers
ELLs will be reached in this lesson through the use of visuals provided
during the PowerPoint lecture, which will help to clearly relay concepts
and content. They will also have advanced organizers provided to them to
ADHD
Gifted
help with note taking, as well as their INB’s to keep them organized. Group
discussions will help to clarify the content in a language they can
understand, and the kinesthetic-based activities in the lesson will help them
remember information better.
ADHD students will be helped out by the fact that there are a variety of
activities included in this lesson, which will help to keep them on task.
Because several of the activities are quick, they will be able to focus on
something for a short period of time, and then quickly move on. There are
a couple of movement-based activities here as well, which will help them
to relieve some extra energy and get them out of their seats.
Gifted students will be aided by the multiple opportunities provided to
discuss and defend their personal ideas about the content, allowing them to
be engaged creatively and in a critical thinking manner. There is also a
good portion of the lesson appropriated for large concepts, where gifted
students may think outside the box. Also, they will have the chance to be
“experts in their field” during the Jigsaw Activity, where they can tell
others about what they have learned and teach others about content.




Discussion: The Discussion will be used at the beginning of the lesson, in order to get students actively engaged in the content
and to get them thinking creatively about the concepts that will be touched upon. It will serve as a pre-assessment for how
much the students already know about the different levels of government and their roles, as well as FDR’s various policies and
the influence and distribution of power.
Jigsaw Activity: This will allow the class to cover and learn about five of the most critical institutions under FDR as a
president, while also getting them up and moving in the classroom. Students ill use critical thinking skills and will be forced to
pull important information out of a document, and must also decide what subject matter is the most important for their
classmates to learn.
PowerPoint Lecture: This serves as an opportunity to provide visual stimulation for the children, and to reinforce the material
that the students will be learning about in the lesson. Students will be forced to use the material described in the PowerPoint to
reach higher levels of Bloom’s Taxonomy later in the lesson, applying and evaluating using the knowledge they have gained.
Triple Venn Diagram: This activity reinforces critical material from earlier in the unit (concerning Hitler and Stalin), and will
force them to make broad generalizations and connections concerning the concepts of “leaders” and “power.” It will get

students up and moving, and will allow for students to defend their ideas and think abstractly about what they may originally
have considered to merely be facts.
One minute Open-Essay: This forces students to decide quickly what they feel is most important, when given several choices.
It is also a writing exercise, where students must write efficiently and concisely in order to get their point across in a short
amount of time, while also reinforcing the material.
Points
/3 ea.
NCSS Themes: □ 1
□2
□3
□4
□5
□6
□7
□8
□9
10
□
chosen strategies
Required elements: additional pieces submitted (incl. PowerPoint, note sheet, assessments, rubrics,
TOTAL
10.25 – 11.75 = meets target (C)
By
Ben Shifflett
&
Sam Saslowsky
 Who Franklin Delano
Roosevelt was
 What were his goals
 How he planned on
achieving these goals
 March 9-June 16 1933 (15+) programs
 Battle the Depression
 Fireside Chats
 Banking and Finance Reforms
 Helping the People
 Food, Clothing, Shelter
 March 12, 1933 the first
chat was held
 Personal Presidential
speech via radio
 Glass-Steagall Act of 1933
 Federal Securities Act of May 1933
 Agricultural
Adjustment Act
(AAA)
 Tennessee Valley
Authority (TVA)
 Civilian Conservation
Corps (CCC)
 National Industrial
Recovery Act (NIRA)
 Home Owners Loan
Corporation
 Federal Emergency Relief
Administration
 Economic Issues
 Supreme Court Issues
 Challenge for
leadership
 Aid to farmers, workers, elderly, and the poor
 Soil Conservation and Domestic Allotment Act
 Works Progress Administration
 Wagner Act
 Fair Labor Standards Act of 1938
 National Labors Regulation Board
 Securities and Exchange Commission
 Federal Deposit Insurance Corporation
 Social Security Act
 National Parks
 http://upload.wikimedia.org/wikipedia/en/thumb/9/9c/FDR_in_1933_Edit_F









Cb981.jpg/300px-FDR_in_1933_Edit_FCb981.jpg
http://3.bp.blogspot.com/_sjmxrHygBno/S4Oe99opqI/AAAAAAAAC00/kajSK6BAd7U/s400/FDR_fireside_chat.jpg
http://www.cosmeo.com/images/pictures/player/ef6c4391-a424-f20422fe74c56eea857f.jpg
http://1.bp.blogspot.com/4blHHwcIytc/TVYjiwSk4xI/AAAAAAAAANA/mStvPuwuYZ0/s1600/new-dealunemployment1.jpg
http://godfatherpolitics.com/wp-content/uploads/2011/07/new-deal.jpg
http://upload.wikimedia.org/wikipedia/en/archive/0/01/20110519142111!Alphab
et.jpg
http://www.glogster.com/media/2/4/73/66/4736606.gif
http://library.blogs.law.pace.edu/files/2011/05/cartoon8.jpg
http://www.examiner.com/images/blog/wysiwyg/image/20080207_bank_run_
1933.jpg
http://www.xtimeline.com/__UserPic_Large/3785/ELT200712220051508651666.
JPG
Agricultural Adjustment Act
World War I severely disrupted agriculture in Europe. That was an advantage
to farmers in the United States, who increased production dramatically and
were therefore able to export surplus food to European countries. But by the
1920s, European agriculture had recovered and American farmers found it
more difficult to find export markets for their products. Farmers continued to
produce more food than could be consumed, and prices began to fall.
The decline in demand for agricultural products meant that many farmers had
difficulty paying the mortgages on their farms. By the 1930s, many American
farmers were in serious financial difficulty.
In South Dakota, the county grain elevators listed corn as minus three cents a
bushel — if a farmer wanted to sell them a bushel of corn, he had to bring in
three cents. Fields of cotton lay unpicked, because it couldn't be sold even for
the price of picking. Orchards of olive trees hung full of rotting fruit. Oranges
were being sold at less than the cost of production. Grain was being burned
instead of coal because it was cheaper.
When Franklin D. Roosevelt was inaugurated president in 1933, he called
Congress into special session to introduce a record number of legislative
proposals under what he dubbed the New Deal. One of the first to be
introduced and enacted was the Agricultural Adjustment Act. The intent of the
AAA was to restore the purchasing power of American farmers to pre-World
War I levels. The money to pay the farmers for cutting back production by
about 30 percent was raised by a tax on companies that bought farm products
and processed them into food and clothing.
The AAA evened the balance of supply and demand for farm commodities so
that prices would support a decent purchasing power for farmers. This concept
was known as "parity."
AAA controlled the supply of seven "basic crops" — corn, wheat, cotton, rice,
peanuts, tobacco, and milk — by offering payments to farmers in return for
farmers not planting those crops.
The AAA also became involved in assisting farmers ruined by the advent of the
Dust Bowl in 1934.
In 1936 the Supreme Court, ruling in United States v. Butler, declared the AAA
unconstitutional. Writing for the majority, Justice Owen Roberts stated that by
regulating agriculture, the federal government was invading areas of jurisdiction
reserved by the constitution to the states, and thus violated the Tenth
Amendment. Judge Harlan Stone responded for the minority that, "Courts are
not the only agency of government that must be assumed to have capacity to
govern."
Further legislation by Congress restored some of the act's provisions,
encouraging conservation, maintaining balanced prices, and establishing food
reserves for periods of shortages.
Congress also adopted the Soil Conservation and Domestic Allotment Act,
which encouraged conservation by paying benefits for planting soil-building
crops instead of staple crops. The rewritten statutes were declared
constitutional by the Supreme Court in Mulford v. Smith (1939) and Wickard v.
Filburn (1942).
During World War II, the AAA turned its attention to increasing food production to
meet war needs. The AAA did not end the Great Depression and drought, but the
legislation remained the basis for all farm programs in the following 70 years.
Pulled From:
Agricultural Adjustment Act. (2011). Retrieved October 10, 2011, from United
Stat
States History website: http://www.u-s-history.com/pages/h1639.html
Civilian Conservation Corps (CCC), 1933-1941
In 1932, when the American public voted President Herbert Hoover out of
office, they were searching for an end to the economic chaos and
unemployment that had gripped the nation for two years. They turned to a man
promising a better life than the one they had known since the beginning of the
Great Depression — Franklin D. Roosevelt.
When FDR took office, he immediately commenced a massive revitalization of
the nation's economy. In response to the depression that hung over the nation
in the early 1930s, President Roosevelt created many programs designed to
put Americans back to work.
Roosevelt was not interested in the dole. He was was determined, rather, to
preserve the pride of American workers in their own ability to earn a living, so
he concentrated on creating jobs.
In his first 100 days in office, President Roosevelt approved several measures
as part of his "New Deal," including the Emergency Conservation Work Act
(ECW), better known as the Civilian Conservation Corps (CCC). With that
action, he brought together the nation's young men and the land in an effort to
save them both. Roosevelt proposed to recruit thousands of unemployed
young men, enlist them in a peacetime army, and send them to battle the
erosion and destruction of the nation's natural resources. More than any other
New Deal agency, the CCC is considered to be an extension of Roosevelt's
personal philosophy.
The speed with which the plan moved through proposal, authorization,
implementation, and operation was certainly a miracle of cooperation among all
the agencies and branches of the federal government. From FDR's
inauguration on March 4, 1933, to the induction of the first CCC enrollee, only
37 days had elapsed.
Revitalization and reforestation
The CCC, also known as Roosevelt's Tree Army, was credited with renewing
the nation's decimated forests by planting an estimated three billion trees from
1933 to 1942. This was crucial, especially in states affected by the Dust Bowl,
where reforestation was necessary to break the wind, hold water in the soil,
and hold the soil in place. So far reaching was the CCC's reforestation program
that it was responsible for more than half the reforestation, public and private,
accomplish in the nation's history.
Eligibility requirements for the CCC carried several simple stipulations.
Congress required U.S. citizenship only. Other standards were set by the
ECW. Sound physical fitness was mandatory because of the hard physical
labor required. Men had to be unemployed, unmarried, and between the ages
of 18 and 26, although the rules were eventually relaxed for war veterans.
Enlistment was for a duration of six months, although many reenlisted after
their allotted time was up.
Problems were confronted quickly. The bulk of the nation's young and
unemployed youth were concentrated in the East, while most of the work
projects were in the western parts of the country. The War Department
mobilized the nation's transportation system to move thousands of enrollees
from induction centers to work camps. The Agriculture and Interior departments
were responsible for planning and organizing work to be performed in every
state. The Department of Labor was responsible for the selection and
enrollment of applicants. The National Director of the ECW was Robert
Fechner, a union vice president chosen personally by President Roosevelt.
Young men flocked to enroll. Many politicians believed that the CCC was
largely responsible for a 55 percent reduction in crimes committed by the
young men of that day. Men were paid $30 a month, with mandatory $25
allotment checks sent to families of the men, which made life a little easier for
people at home.
Camps were set up in all states, as well as in Hawaii, Alaska, Puerto Rico, and
the Virgin Islands. Enrollment peaked at the end of 1935, when there were
500,000 men located in 2,600 camps in operation in all states. California alone
had more than 150 camps. The greatest concentration of CCC personnel was
in the Sixth Civilian Conservation Corps District of the First Corps Area, in the
Winooski River Valley of Vermont, in December 1933. Enlisted personnel and
supervisors totaled more than 5,300 and occupied four large camps.
The program enjoyed great public support. Once the first camps were
established and the CCC became better known, they became accepted and
even sought after. The CCC camps stimulated regional economies and
provided communities with improvements in forest activity, flood control, fire
protection, and overall community safety.
Segregation and education
Although policy prohibited discrimination, blacks and other minorities
encountered numerous difficulties in the CCC. In the early years of the
program, some camps were integrated. By 1935, however, there was, in the
words of CCC director Fechner, a "complete segregation of colored and white
enrollees," but "segregation is not discrimination." At its peak, more than
250,000 African Americans were enrolled in nearly 150 all-black CCC
companies.
An important modification became necessary early in 1933. It extended
enlistment coverage to about 14,000 American Indians whose economic
circumstances were deplorable and had mostly been ignored. Before the CCC
was terminated, more than 80,000 Native Americans were paid to help reclaim
the land that had once been theirs.
In addition, in May 1933, the president authorized the enrollment of about
25,000 veterans of the Spanish American War and World War I, with no age or
marital restrictions. This made it possible for more than 250,000 veterans to
rebuild lives disrupted by earlier service to their country.
In June 1933, the ECW decided that men in CCC camps could be given the
opportunity of vocational training and additional education. Educational
programs were developed that varied considerably from camp to camp, both in
efficiency and results. More than 90 percent of all enrollees participated in
some facet of the educational program. Throughout the CCC, more than
40,000 illiterate men were taught to read and write.
Leaving its mark on the land
By 1942, there was hardly a state that could not boast of permanent projects
left as markers by the CCC. The CCC worked on improving millions of acres of
federal and state lands, as well as parks. New roads were built, telephone lines
strung, and trees planted.
CCC projects included:







more than 3,470 fire towers erected;
97,000 miles of fire roads built;
4,235,000 man-days devoted to fighting fires;
more than 3 billion trees planted;
7,153,000 man days expended on protecting the natural habitats of
wildlife; 83 camps in 15 Western states assigned 45 projects of that
nature;
46 camps assigned to work under the direction of the U.S. Bureau of
Agriculture Engineering;
more than 84,400,000 acres of good agricultural land receive manmade
drainage systems; Indian enrollees do much of that work;




1,240,000 man-days of emergency work completed during floods of the
Ohio and Mississippi valleys;
disease and insect control;
forest improvement — timber stand inventories, surveying, and
reforestation;
forest recreation development — campgrounds built, complete with
picnic shelters, swimming pools, fireplaces, and restrooms.
In addition, 500 camps were under the control of the Soil Conservation Service.
The primary work of those camps was erosion control. The CCC also made
outstanding contributions to the development of recreational facilities in
national, state, county, and metropolitan parks. By design, the CCC worked on
projects that were independent of other public relief programs. Although other
federal agencies, such as the National Park Service and Soil Conservation
Service contributed, the U.S. Forest Service administered more than 50
percent of all public work projects for the CCC.
Residents of southern Indiana will always remember the extraordinary work of
the CCC during the flood of the Ohio River in 1937. The combined strength of
the camps in the area saved lives as well as property. The CCC also was
involved in other natural disasters, including a hurricane in New England in
1938, floods in Vermont and New York, and blizzards in Utah.
The CCC approached maturity in 1937. Hundreds of enrollees had passed
through the system, and returned home to boast of their experiences. Hundreds
more demonstrated their satisfaction by extending their enlistments.
Pulled From:
Civilian Conservation Corps. (2011). Retrieved October 10, 2011, from United
Sta
Fireside Chats
On this day in 1933, President Franklin D. Roosevelt holds the first of his radiobroadcast fireside chats. FDR used the informal radio addresses to explain his
policies to the American public.
In an era before television, cell phones and iPods, FDR used the most immediate
and intimate means of communicating with the public available at the time: the
radio. During the 1930s, approximately 90 percent of American households
owned a radio. Capitalizing on this, FDR used the medium for his fireside chats
31 times between March 1933 and June 1944, discussing a range of topics from
New Deal economic policies to aid for Europe in the fight against fascism to
reporting on the military and domestic fronts during World War II. While listeners
could not actually see him and he was not actually next to a fireplace--photos
show FDR at his desk surrounded by microphones and wires--the phrase fireside
chat was coined by a journalist and evoked a comforting image during a time of
great national anxiety. As one listener recalled, it was like the president with his
voice, came into your house, calling us friends.
In his first fireside chat, Roosevelt explained his recent decision to close all
banks for an extended holiday. The stock market crash of 1929 left the American
public and banks nervous and susceptible to rumors of impending financial
disaster. In February and early March 1933, investors worried about bank failures
created panics by rushing to cash out their deposits for currency or gold. FDR
stepped in and forced the closure of all banks beginning March 6 until the rumors
were dispelled and the situation could be stabilized. During the March 12
broadcast, FDR thanked the public for the fortitude and good temper with which
everybody [accepted] the hardships of the banking holiday.
Not everyone cheered FDR's bank closure. Some saw the action as an indicator
of FDR's eagerness to invoke executive privilege. However, the bank closure did
avert yet another financial panic and FDR's management of the crisis and his
reassuring fireside chat boosted the public's confidence in his leadership.
Sample transcript:
We had a bad banking situation. Some of our bankers had shown themselves
either incompetent or dishonest in their handling of the people's funds. They had
used the money entrusted to them in speculations and unwise loans. This was of
course not true in the vast majority of our banks but it was true in enough of them
to shock the people for a time into a sense of insecurity and to put them into a
frame of mind where they did not differentiate, but seemed to assume that the
acts of a comparative few had tainted them all. It was the Government's job to
straighten out this situation and do it as quickly as possible -- and the job is being
performed.
I do not promise you that every bank will be reopened or that individual losses
will not be suffered, but there will be no losses that possibly could be avoided;
and there would have been more and greater losses had we continued to drift. I
can even promise you salvation for some at least of the sorely pressed banks.
We shall be engaged not merely in reopening sound banks but in the creation of
sound banks through reorganization. It has been wonderful to me to catch the
note of confidence from all over the country. I can never be sufficiently grateful to
the people for the loyal support they have given me in their acceptance of the
judgment that has dictated our course, even though all of our processes may not
have seemed clear to them.
After all there is an element in the readjustment of our financial system more
important than currency, more important than gold, and that is the confidence of
the people. Confidence and courage are the essentials of success in carrying out
our plan. You people must have faith; you must not be stampeded by rumors or
guesses. Let us unite in banishing fear. We have provided the machinery to
restore our financial system; it is up to you to support and make it work.
It is your problem no less than it is mine. Together we cannot fail.
Pulled From:
http://www.history.com/this-day-in-history/fdr-broadcasts-first-fireside-chat
This Day in History. (n.d.). FDR Broadcasts First Fireside Chat. Retrieved
October 10, 2011, from History.com website:
http://www.history.com/this-day-in-history/fdr-broadcasts-first-firesidechat
chat
Tennessee Valley Authority
The story of the Tennessee Valley Authority starts with Muscle Shoals, a
stretch of the Tennessee River where the river drops 140 feet in 30 miles. That
drop in elevation created the rapids or "shoals" that the area is named for and
made passage farther upstream impossible. The federal government acquired
the land in 1916, with the intent of constructing a dam that would generate
electricity needed to produce explosives for the World War I effort, but the war
ended without a dam being built.
In the following years, efforts were made to sell the land back to the private
sector. Senator George W. Norris of Nebraska fought to keep the land in public
ownership, but his efforts to have it developed were defeated by the resistance
of Republican administrations.
The election of Franklin D. Roosevelt altered the balance of power and finally
led to action. On May 18, 1933, President Roosevelt signed the Tennessee
Valley Authority Act, as part of the flurry of legislation that marked Roosevelt's
first 100 days in office.
The TVA pledged to improve navigability on the Tennessee River, as well as
provide flood control, reforest and improve marginal farm land, assist in
industrial and agricultural development, and assist in the creation of a
government nitrate and phosphorus manufacturing facility. The TVA was one of
the most ambitious projects of the New Deal in its overall conception.
The TVA encountered many setbacks and failures and was involved in many
controversies, but it brought electricity to thousands of people at an affordable
price. It controlled the flood waters of the Tennessee River and improved
navigation, as well as introduced modern agriculture techniques.
The Tennessee Valley, which drains the Tennessee River and its tributaries,
includes parts of seven states: Tennessee, Kentucky, Virginia, North Carolina,
Georgia, Alabama, and Mississippi.
Prior to the Tennessee Valley Authority Act, the region was one of the most
disadvantaged in the South. The TVA was given an assignment to improve the
economic and social circumstances of the people living in the river basin.
The U.S. Department of Agriculture, including the Agricultural Adjustment
Administration, U.S. Forest Service, Civilian Conservation Corps (CCC), and
1state agricultural experiment stations and extension services, were (and are)
among the agencies that have worked with the TVA to carry out a well-rounded
program of rehabilitation for both the land and its people.
Direction, dissent, and dams
The TVA was first presided over by a three-member board who held differing
ideas about the direction the TVA should take. Arthur Morgan was an advocate
of social planning, who saw in the TVA an opportunity to build a partnership
between government and business. Morgan believed the higher purpose of the
TVA was to eliminate poverty in the Tennessee Valley and to act as a model
for national regional planning.
Harcourt Morgan supported southern commercial farmers and was suspicious
of experiments in government planning. David Lilienthal was an outspoken
promoter of public power who wanted the TVA to compete directly with private
power interests. A battle between the three administrators went on from 1933
until March 1938, when President Roosevelt dismissed Arthur Morgan for his
public criticisms of the TVA.
In October 1933, construction began on Norris Dam, named after Senator
Norris, who had campaigned for the TVA's creation. The TVA engaged in one
of the largest hydropower construction programs ever undertaken in the United
States. Sixteen dams and a steam plant were constructed by the TVA between
1933 and 1944. At its peak, a dozen hydroelectric projects and the steam plant
were under construction at the same time, and design and construction
employment reached a total of 28,000 workers.
Each dam along the Tennessee Valley is unique in its design, but the TVA
dams can be divided into two general types. The higher dams were built on the
tributaries to the Tennessee River. Those dams flooded large areas of land and
created huge reservoirs. Norris was 285 feet tall, Hivassee 307 feet, and
Fontana 460 feet.
The dams along the Tennessee River were lower and broader. They were
designed to control navigation and flooding on the Tennessee River. Locks
allowed ships to pass from one dam to the next, which opened up a 650-mile
channel to Knoxville from the Ohio River. Tonnage of river market trade
increased from 32 million ton-miles in 1933 to 161 million ton-miles in 1942.
The TVA dams served another purpose as well. They were a popular
destination for tourists. During the depression, 1,000 people a day visited
Wilson, Wheeler, and Norris dams.
Channeling the power of water
In the 1930s, nearly 90 percent of urban dwellers had electricity, compared to
only 10 percent of rural dwellers. Private utility companies, which supplied
electric power to most of the nation's consumers, argued that it was too
expensive to string electric lines to isolated rural farmsteads. In addition, they
argued that most farmers were too poor to afford electricity.
Rural electrification was based on the belief that affordable electricity would
improve the standard of living and the economic competitiveness of the family
farm. The Roosevelt Administration believed that if private enterprise could not
supply electric power to the people, then it was the duty of the government to
do it.
Most of the court cases involving the TVA during the 1930s concerned the
government's involvement in the public utilities industry. By 1941, the TVA had
become the largest producer of electrical power in the United States. That led
to strong opposition from power companies, who were angered by the cheaper
energy available through TVA, and saw it as a threat to private development.
They charged that the federal government's involvement in the power business
was unconstitutional. During the 1930s, numerous court challenges were
brought against the TVA. In the end, the Supreme Court ruled that the TVA had
the authority to generate power, to sell the electricity, and to distribute that
electricity.
Additionally, the TVA set up the Electric Home and Farm Authority to help
farmers purchase major electric appliances. The EHFA made arrangements
with appliance makers to supply electric ranges, refrigerators and water
heaters at affordable prices, which were then sold at local power companies
and electric cooperatives. A farmer could purchase appliances there with loans
offered by the EHFA, which offered low-cost financing.
New farming methods
Farming practices in the Tennessee Valley, like those in other farming
communities, attempted to pull as much productivity as possible out of fragile
lands. Results were often destructive. Hillsides and valleys were plowed and
planted, resulting in the loss of valuable topsoil.
Such crops as corn, tobacco and cotton left the topsoil exposed during the
winter months, which contributed to land erosion. The TVA developed
programs to teach farmers how to improve crop yields, replant forests, and
improve habitat for fish and wildlife.
The TVA worked to change old farming practices, and taught farmers to
substitute nitrates with such plants as alfalfa and clover that naturally add
nitrogen to the soil. TVA extension programs introduced contour plowing, crop
rotation, the use of phosphate fertilizers, and the planting of cover crops for soil
conservation.
TVA set up demonstration farms to teach farmers about new techniques and
farm products. The farmers chosen to be demonstration farmers were often the
area's most successful, although African-American farmers were not even
allowed to participate in the demonstration farm program.
TVA today
Today, the TVA ranks as America's largest public power company, with a
generating capacity of 31,658 megawatts. Seventeen thousand miles of
transmission lines deliver power through 158 locally owned distributors to 8.5
million residents of the Tennessee Valley.
The TVA has become a major recreation provider as well. The reservoirs behind
its dams provide opportunities for fishing, sailing, canoeing, and many other
activities, while some 100 public campgrounds provide facilities close to the
water's edge.
Pulled From:
Tennessee Valley Authority. (2011). Retrieved October 10, 2011, from United
Works Progress Administration
The Works Progress Administration (WPA) was instituted by presidential
executive order under the Emergency Relief Appropriation Act of April 1935, to
generate public jobs for the unemployed. The WPA was restructured in 1939
when it was reassigned to the Federal Works Agency.
By 1936 over 3.4 million people were employed on various WPA programs.
Administered by Harry Hopkins and furnished with an original congressional
allocation of $4.8 billion, the WPA made work accessible to the unemployed on
an unparalleled scale by disbursing funds for an extensive array of programs.
Hopkins argued that although the work relief program was more costly than
direct relief payments, it was worth it. He averred, "Give a man a dole, and you
save his body and destroy his spirit. Give him a job and you save both body
and spirit."
While responsibility for such unemployable people as children, the elderly, and
the handicapped was remanded to the states, the WPA provided literally
millions of jobs to employable people, enrolling on average about two million a
year during its eight-year stint. Far fewer women were enrolled than men. Just
13.5 percent of WPA employees were women in 1938, its top enrollment year.
The WPA was charged with selecting projects that would make a real and
lasting contribution — but would not vie with private firms. As it turned out, the
"pump-priming" effect of federal projects actually stimulated private business
during the Depression years. The WPA focused on tangible improvements:
During its tenure, workers constructed 651,087 miles of roads, streets and
highways; and built, repaired or refurbished 124,031 bridges, 125,110 public
buildings, 8,192 parks, and 853 landing fields. In addition, workers cleaned
slums, revived forests, and extended electrical power to rural locations.
Work was provided for nearly a million students through the WPA National
Youth Administration (NYA). The Federal One projects employed 40,000 artists
and other cultural workers to produce music and theater, sculptures, murals
and paintings, state and regional travel guides, and surveys of national
archives. The Civilian Conservation Corps (CCC) was a program designed to
address the problem of jobless young men aged between 18 and 25 years old.
CCC camps were set up all around the country.
The WPA's positive results for the public good and its popularity helped
Franklin D. Roosevelt to garner a thumping electoral victory in 1936, even
though the agency employed no more than about 25 percent of the nation's
jobless.
Meanwhile, New Deal critics in Congress accused the program of waste,
political maneuvering, and even subversive activity; they took their chance to
prune the program when unemployment figures dipped a little in 1937. When
unemployment rose again the following year, funding was brought back to
previous levels. However, 1939 saw more cutbacks. The Emergency Relief
Appropriations Act of June 30 eliminated the Federal Theater Project, cut back
WPA pay and limited enrollment to 18 months. Reacting to charges of
politicking by WPA employees during the 1938 congressional races, the Hatch
Act of August 1939 prevented federal workers from participating in a broad
array of political activities.
With wartime prosperity rising in the 1940s, the WPA became more difficult to
justify, and on June 30, 1943 the agency was terminated by presidential
proclamation. All told, the WPA had employed more than 8,500,000 individuals
on 1,410,000 projects with an average salary of $41.57 a month, and had spent
about $11 billion.
Pulled From:
Works Progress Administration. (2011). Retrieved October 10, 2011, from United
Sta States History website: http://www.u-s-history.com/pages/h1599.html
Name: _______________________________
Block: _________
When Did Intended Goal
It Happen?
Agricultural
Adjustment Act
Civilian
Conservation
Corps
“Fireside Chats”
Key Attributes
Outcome
Name: _______________________________
Block: _________
Tennessee Valley
Authority
Works Progress
Administration
By
Ben Shiff lett
&
Sam Saslowsky
 Isolationist Approach
 Neutrality Acts
 Cash-Carry Provisions
 Military Draft
 What was it?
 Atlantic Charter Formation
 Japan expanding
 U.S. trade embargo
on Japan
 December 7, 1941
 Presidential Address
 German and Italian
declaration of war on the
U.S.
 Public opinion changes
 http://apus-





b.wikispaces.com/file/view/10515cs.jpg/197030420/1051
5cs.jpg
http://www.xtimeline.com/__UserPic_Large/45828/ev
t091202094100679.jpg
http://cdn.dipity.com/uploads/events/2daf9e60d38e10
1d72f111a8609b607e_1M.png
http://www.theworldmapimages.com/wpcontent/uploads/2011/09/World-War-Ii-Maps.jpg
http://www.planetware.com/i/map/US/pearl-harbormap.jpg
http://hnn.us/resources/fdrcemetery.jpg
Adolf Hitler
Joseph Stalin
Franklin Delano Roosevelt
Where Each Term Goes (Template):
Hitler:
Fascist
German
Axis Power
Stalin:
Russian
Communist
FDR:
Capitalist
American
Democratic Leader
Hitler & Stalin:
Responsible for Mass Executions
Centrally Planned Economy
Forcibly Removed Former Leader of the Country from office
Used Questionable Measures to Enforce Policy
Violated Human Rights Laws
Stalin & FDR:
Allied Power
FDR & Hitler:
Industrialized the Economy
All 3:
Strong Leader
Gained The People’s Support in Order to Take Power
Brought His Country Out of the Great Depression
Used Speeches to Inspire the Populace
Emphasized Economic Self-Sufficiency
Died In Office
*Strong leader
*Fascist
*Allied Power
*Responsible for Mass Executions
*Centrally-Planned Economy
*Gained the People’s Support in Order to Take
Power
*Forcibly Removed Former Leader of the
Country from Office
*Russian
*Used Questionable Measures to Enforce
Policy
*Communist
*Brought his Country out of the Great
Depression
*Capitalist
*German
*Used Speeches to Inspire the Populace
*Emphasized Economic Self-Sufficiency
*Axis Power
*Democratic Leader
*Industrialized the Economy
*Died In Office
*Violated Human Rights Laws
*American
Criterion for a Good Leader (Developed Earlier in the School Year):
1. Has Vision- Know where they want the country to go, able to motivate people to
believe in that same vision; see things as what they could be.
2. Wise- Making critical decisions when need be; having the knowledge to make the
right call in a tough situation; strategic and perceptive.
3. Passionate- intensely focused on what they’re attempting to do; take action.
4. Compassion- Care for the people/those who support them; have a heart for the
people who they are leading towards a certain goal.
5. Charismatic- Captivating and charming; excellent at motivating people and
demanding a high performance from those that work for them.
6. Great Communication Skills- Great orators (public speakers); excellent at
persuading people.
7. Persistent- Determined to attain their goals; they see the advantages of going
through tough times to reach an ideal end.
8. Integrity- Do what they say, and say what they mean; make the right decision
with regard to the people hat follow them.
9. Daring- They are bold, and are not afraid to take a stance that may seem
incorrect at first; pursues their goals with a passion
10. Disciplined- Keep their minds focused and steady in all situations, and are very
controlled in their pursuit of their goals.

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