What’s important? Why?
1.)	What is the essential content of this activity? What lesson is the student supposed to take away from the activity? — Explain what was being taught and the knowledge required to master the lesson. Please be specific in your answers.

What is being taught:
•	A model totalitarian government structure
•	Using Hitler’s government as an example
•	Considering and recommending an alternative government structure
•	Comparing and contrasting a personal model with a totalitarian model
•	Reflecting on Hitler’s view of people: “History judges winners by their success.”
•	Considers the ethical messages of history.

Recommended pre-knowledge:
•	Introduction to the Enlightenment thinkers
•	Introduction to Ancient Greek principles and democracy
•	Introduction to absolute monarchy and limited/constitutional monarchy
•	Knowledge of other government systems and philosophies.

What will the student take away:
•	Introduction to fascism and totalitarian governments
•	A review of other government structures and governments
•	A reflection on what is necessary for a government to work, the parts of government and their relationship to each other and to the People.

2.)	Why is it important that a tenth grader learn this lesson? — Provide a rationale for the importance of this activity in a tenth grade World History class.

•	Meets CA social studies standards
•	Prepares and provides a global context for courses which will follow, i.e., U.S. History and government.
•	Attempts to provide a diverse view of the western world – looks at the big picture.

How do you know the students “got it”?
3.)	What would ‘mastery’ actually look like for this assignment? — Use the samples or make up your own examples to demonstrate what ‘student mastery’ would look like.

•	Contrasting to Hitler’s philosophy and structure, including a clear explanation of ‘who benefits/loses’.
•	Creates a clear and comprehensive annotated government structure, that 
•	Includes roles of leaders, citizens, enforcement, social organization and law makers
•	Creates and justifies as clear connection of the various parts of their government
•	Explains the basis for their diagram and its philosophy.

4.)	What evidence shows the student’s mastery? – or lack of it? — Use details from the student samples to show how students succeeded and where they failed. Be specific!

Student #1:
	NEEDS IMPROVEMENT
•	Did not demonstrate mastery because their map and bullets simply mimic and summarize the primary model.
•	The last two paragraphs are vague, without evidence and examples to support their limited thesis.

Student #2:
	POSITIVES
•	Clearly compares and contrasts his/her philosophy with Hitler’s
•	Shows a balance in power, complete and annotated
•	Feels all who follow laws benefits; all who do not lose

NEEDS IMPROVEMENT
•	Is vague about the laws that will be in place
•	The arrows on government map do not all match his/her stated philosophy

Student #3

	POSITIVES
•	Structure attempts to reflect the student’s view of the roles of the people and their leader.
•	Student allows the instructions and evaluation criteria to guide his/her response, clearly responding to each bulleted points.
•	Student’s explanation of map is consistent with the map’s layout
•	Student did:
•	Contrast their philosophy with Hitler
•	Create a comprehensive government map
•	Clearly connect and justify components of map
•	Explain the basis for its underlying philosophy
	“It is not what the leader wants, but what the followers need.”

5.)	On balance, how well do you think each student did on this assignment? — Rank the three papers (from best to worst) and explain why the papers deserved that placement.

Student #3: highest ranking
•	Clearly followed the guidelines
•	Clearly explained and justified connections among the various parts of the government
Student #2
•	Followed the guidelines
•	BUT, government map’s structure and his/her written explanation did not clearly match
Student #1: LOWEST
•	Parroted original materials
•	Lacked analysis
•	No evidence or examples  to support their limited statement of personal philosophy
How could this assignment be better?
6.)	How should the teacher revise the assignment to improve it for next year? Why is it important to do those things? — Explain how and why the teacher could further develop this task.

•	On the map, express more of the connections between the various units
•	Remove reference/title to Hitler’s Power Structure
•	Add a bullet:
How is your philosophy and your principles similar to or different from the Enlightenment philosophers
•	Design follow-up discussions to address some of the following
•	Explore how Hitler’s power structure was able to assimilate conquered nations.
•	What was the political-economic-social environment prior to Hitler’s rise to power?
•	Why did fascism gain support in countries such as Italy and Spain?

7.)	What would be the benefit of your suggested changes? What would be the limitations? — Explain the implications of the changes you propose.

•	To avoid a map model that would ‘fix’ such a model in the student’s mind prior to their own attempts to form such a map
•	To remind  the student that they have prior knowledge
•	To allow students to explore and discuss Hitler’s philosophy compared to this map, rather than seeing the ‘map’ as an accurate reflection of his government.