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. They examine an image of North Koreans bowing before statues of their leaders, then brainstorm in a two-column chart what they think “limited government” and “unlimited government” mean by listing definitions or features for each.
Teacher MovesPresent the lesson overview and objectives, using the North Korea image to prompt initial thinking about government power. Guide students as they share and compare their brainstormed features of limited and unlimited government, highlighting emerging ideas that will be developed later in the lesson.
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 many areas totalitarian governments try to control (such as media, education, and art) and how leaders use terror and violence. Students respond to a word cloud prompt by naming historical examples of totalitarian governments they know.
Teacher MovesDiscuss student examples of public and private life, connecting them to situations relevant to students’ own experiences. Explain how government control over these areas would negatively affect their lives. Facilitate a conversation about historical examples students list (such as Nazi or communist governments), drawing out what they already know about how those governments controlled citizens. Clarify that totalitarianism is defined by the desire to control both public and private life, and help students distinguish it from other one-leader systems like monarchies that may not seek such total control.
Students watch the video What Is Communism? to learn how communist governments function and how they attempt to eliminate class differences. As they watch, they take notes about communism in the left column of a two-column organizer. They then answer multiple-choice questions about class structure, property ownership, and examples of communist countries. Next, students read the article Mussolini and the Rise of Fascism to explore the beliefs and practices of fascist governments, recording notes about fascism in the right column of the organizer. Using information from the article, they answer additional questions about the stages of fascism, its views on medical care for the weak, and its nationalistic goals.
Teacher MovesSet the purpose for viewing the video and reading the article, emphasizing that students are comparing communism and fascism as forms of totalitarianism. Monitor students as they take notes in the organizer, prompting them to capture key features such as economic control, nationalism, and the role of the state. Review and discuss student responses to the questions on communism and fascism, clarifying misconceptions and reinforcing how each system concentrates power and limits individual freedoms.
Students synthesize what they have learned by writing a paragraph response on a class wall explaining how communism and fascism are both forms of totalitarianism, using specific evidence from the video, article, and earlier activities to support their explanation.
Teacher MovesRemind students to draw on their notes and prior responses as evidence in their paragraphs. Review submissions and select one or more strong or thought-provoking examples to share with the class, using them to prompt discussion about the common totalitarian features of communism and fascism.
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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