Students distinguish between limited and unlimited government, identifying the problems with unlimited government. Then they learn about totalitarianism and its approach to government. Next, they explore the form totalitarianism took in the twentieth century: communism and fascism. Finally, students explain how both communism and fascism are totalitarian in nature.
Students are introduced to the concept of totalitarianism and the lesson objectives. Using a two-column chart, they brainstorm definitions and features of limited government and unlimited government, drawing on their own understanding of the terms.
Teacher MovesPresent the overview and objectives of the experience. Prompt students to share and compare their ideas about limited and unlimited government, highlighting key differences and beginning to surface the dangers of unlimited power before moving on.
Students read an explanation of totalitarianism as a form of unlimited government that seeks total control over both public and private life. They complete a table by giving examples of public life and private life, then consider how totalitarian governments control areas such as the military, media, economy, education, politics, art, science, and morality. Students respond to a word cloud prompt by naming historical examples of totalitarian governments.
Teacher MovesDiscuss student examples of public and private life, connecting them to situations relevant to students’ own experiences. Explain how government control in these areas can negatively affect people’s lives. After the word cloud, invite students to share what they know about the totalitarian governments they listed, briefly previewing that they will examine communist and fascist examples in more depth. Clarify how totalitarianism differs from other one-leader systems such as monarchies or other authoritarian governments by emphasizing the goal of controlling both public and private life.
Students watch the video What Is Communism? and take notes about communism in the left column of a graphic organizer. They then answer multiple-choice questions to check their understanding of how communist governments in the Soviet Union and other countries operated. Next, they read an article on fascism and record notes in the right column of the organizer, then answer additional questions about the goals and beliefs of fascist governments, including the role of education, attitudes toward the weak and sick, and the emphasis on national glory and expansion.
Teacher MovesGuide students in using the graphic organizer to distinguish key features of communism and fascism, prompting them to capture evidence from the video and article. Monitor responses to the questions to clarify misconceptions about property ownership, class structure, nationalism, and the purposes of education and social policy in totalitarian systems. Support students in comparing and contrasting communism and fascism as they build toward understanding both as forms of totalitarianism.
Students synthesize their learning by responding to a written prompt explaining how communism and fascism are both forms of totalitarianism, using specific evidence from the experience to support their ideas.
Teacher MovesInvite students to share selected responses, highlighting strong use of evidence and clear explanations of how power is concentrated and exercised in both systems. Use class discussion to reinforce the common totalitarian features of communism and fascism and to address any remaining misunderstandings.
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.
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