Students brainstorm the differences between limited and unlimited governments. Then they learn about totalitarianism in general terms, including both Fascism and Communism. Next they focus on the rise of Nazism in Germany and they explain the connection between World War I and the political developments in Germany. Finally they learn about Fascism in Imperial Japan and they analyze a Japanese propaganda poster.
Students read background text about the economic and political conditions in Europe after World War I and are introduced to the lesson objectives. They examine an image of North Koreans bowing before statues of their leaders and brainstorm differences between limited and unlimited governments by posting definitions, features, or examples for each type of government in a two-column class chart.
Teacher MovesDiscuss student responses using the chart to clarify characteristics and examples of limited and unlimited governments. Emphasize how the U.S. Constitution establishes a limited government with separation of powers and checks and balances, and contrast this with historical examples of unlimited governments.
Students view an image of a Nazi ceremony and read an explanation of totalitarianism as a form of unlimited government that seeks total control over public and private life. They complete a table by giving examples of public life and private life, then read about the tools totalitarian governments use to maintain power. Students respond to a word cloud prompt by naming historical examples of totalitarian governments and read additional text clarifying that totalitarian systems are often, but not always, fascist or communist dictatorships.
Teacher MovesGuide discussion of student examples of public and private life, connecting them to ways a totalitarian government might exert control over people their age. Ask why total government control is harmful in people’s lives, and invite students to share what they know about Nazi and communist regimes as totalitarian examples. Clarify the distinction between totalitarian governments and other one-leader systems such as monarchies or non-totalitarian authoritarian governments, focusing on the extent of control over public and private life.
Students examine an image of a fascist symbol from Italy and read a description of fascism as a dictatorship led by a charismatic leader that promotes aggressive nationalism and racism, controls most aspects of life, and uses violence, intimidation, and propaganda while allowing limited private property and enterprise. They watch the video What Is Fascism? to deepen their understanding, then post their own definitions of fascism to a class wall.
Teacher MovesDecide whether students will watch all or part of the video in class or at home. After students post their definitions, highlight an interesting or exemplary response and facilitate a brief discussion to develop a shared class definition. Compare the class definition with a formal dictionary definition of fascism to refine students’ understanding of its key characteristics.
Students read about how fascism spread from Italy to Germany and how the harsh terms of the Treaty of Versailles left Germans angry, impoverished, and humiliated. They watch How Did Hitler Rise to Power? to explore how Hitler and the Nazi Party used post–World War I conditions to gain support. Students then post responses explaining how the outcome of World War I helped Hitler and the Nazis seize power and reply to at least two classmates with questions or positive comments.
Teacher MovesPrompt students to connect details from the video and text—such as reparations, economic crisis, and national humiliation—to their explanations of Nazi support. Use a sample response to model how to link specific conditions in Germany to Hitler’s rise, and encourage students to build on one another’s ideas in their replies.
Students read Authoritarianism in Japan to learn how militarism, beliefs in Japanese racial superiority, and imperial ambitions contributed to a totalitarian system in Japan. They complete a graphic organizer by identifying a main idea about the rise of totalitarianism in Japan and adding supporting details. After reading a brief note about Hitler’s admiration for Japan and their alliance in World War II, students examine a Japanese propaganda poster from the Sino-Japanese War and post a “translation” that expresses a fascist message the poster might be conveying, then respond to at least two classmates’ interpretations.
Teacher MovesSupport students in identifying key ideas from the reading to fill in the graphic organizer, adding additional supporting details such as belief in the state as the solution to modern problems and ideas of Japanese ethnic superiority. When discussing the propaganda poster, share the historical translation and context to compare with students’ inferred “translations,” highlighting how the poster promotes cooperation with Japan and portrays the Japanese army as liberators from communism.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
©2026 Exploros. All rights reserved.