Welcome to Mr. Spivey's and Mr. Brightman's World History wiki-page. We will complete a number of assignments throughout the year by using this space to its full potential. I expect each assignment to have elements of creativity, academic integrity and innovations. This is a place where creation will take the main stage and ideas are encouraged to flow.


Class List:

Spivey B
Spivey C
Spivey E
Brightman F
Brightman G

Grade 9 World History Survey

Must Know Information for World History Class

Links for how to Embedding Video, Podcast, etc. As we all are learners here if you find something on the web that we all can use please add your external link to the page.

Wiki Support - A wiki support page built to help you learn some of the basics.

The following link I take no credit for its brilliance . Here are all the steps that one should take for writing a historical essay. On this coming up essay we want you to focus on your thesis and historical content. Follow the link if you want to learn more.
"The Historia Handbook was prepared by the History Department for the students of Horace Greeley High School as a guide to Historia, a program in historical research, thinking and writing. " (Zambernardi)

Zambernardi, Robert. "The Historia Handbook." The Historia Project. Jan. 2003. Horace Greeley High School. 31 Oct. 2007;

Questions about MLA Format, check here.
Web-based program to help you with MLA format:

YEAR ROUND LESSONS: Below will be where your lessons will be posted. So will an archive of old lesson plans for review. Other teachers feel free to borrow any ideas you like.



Unit 7: Imperialism

Unit 8: Nationalism and Sovereignty

Unit 9: The Great War (World War One)

Unit 10: Broken World

Mr. Spivey's Classes

Mr. Brightman's Classes

The Cold War Virtual Museum



Unit 11: WWII

Lesson I: Intro to Fascism

Before we get to the actual events of World War II, we will start off by looking at what caused it. As we have just studied, the world was in a state of shock from 1900 to 1940. The Great Depression suffocated economies around the world. Many injustices such as the British occupation of India were being challenged by the world. Other countries such as Turkey were simply trying to find their identity. To name the early 20th century "the broken world" is all too fitting and led to people looking for new answers to old questions. One of the first questions was how were countries going to stabilize themselves?

First, look at what was happening with the major powers of the time period. It was proving that capitalism was failing in places like the U.S., Great Britain, and France. This was mainly due to the recession and eventually depression that comes along with capitalism. The Communist state of Russia was appearing to be more of a threat than an answer (at least to the powerful Western European countries). You have to remember that the social structure of Europe had just went through a huge metamorphosis and those that had gained power through capitalist means were not willing to give up their wealth. Since the majority of the population in Europe was extremely poor, there was a reason why they now would look to Communism as an answer. Therefore, Communists were viewed as a threat by the democratic leaders in most societies, but they carried great sway with rural and working class populations. As the old saying goes, as one door closes another one opens. To balance the tug-of-war between democracy and communism, a new door would open leading to the political theories of Fascism.

To begin the unit, we will first explore the ideas of Fascism. Below is a list of questions that we want you to think about while exploring the issue. So here we go!

1. What is Fascism?
2. Why was Germany and Italy the perfect place for Fascism to grow and thrive?
3. In your opinion do you see how a Fascist government would be appealing to the masses? Why or why not?
4. What are some of the major characteristic of Fascism?

Before we begin let us look at how Fascist you are! Click in this link for a Fascist personality test!


One Nation! One People! One Fascism?

I. Today during class, you will first look at the list that examines the characteristics of Fascism created by Dr. Britt. For more information about the sources, look at the end of the article*.

Dr. Lawrence Britt has examined the fascist regimes of Hitler (Germany), Mussolini (Italy), Franco (Spain), Suharto (Indonesia) and several Latin American regimes. Britt found 14 defining characteristics common to each:

1. Powerful and Continuing Nationalism - Fascist regimes tend to make constant use of patriotic mottos, slogans, symbols, songs, and other paraphernalia. Flags are seen everywhere, as are flag symbols on clothing and in public displays.

2. Disdain for the Recognition of Human Rights - Because of fear of enemies and the need for security, the people in fascist regimes are persuaded that human rights can be ignored in certain cases because of "need." The people tend to look the other way or even approve of torture, summary executions, assassinations, long incarcerations of prisoners, etc.

3. Identification of Enemies/Scapegoats as a Unifying Cause - The people are rallied into a unifying patriotic frenzy over the need to eliminate a perceived common threat or foe: racial , ethnic or religious minorities; liberals; communists; socialists, terrorists, etc.

4. Supremacy of the Military - Even when there are widespread domestic problems, the military is given a disproportionate amount of government funding, and the domestic agenda is neglected. Soldiers and military service are glamorized.

5. Rampant Sexism - The governments of fascist nations tend to be almost exclusively male-dominated. Under fascist regimes, traditional gender roles are made more rigid. Divorce, abortion and homosexuality are suppressed and the state is represented as the ultimate guardian of the family institution.

6. Controlled Mass Media - Sometimes to media is directly controlled by the government, but in other cases, the media is indirectly controlled by government regulation, or sympathetic media spokespeople and executives. Censorship, especially in war time, is very common.

7. Obsession with National Security - Fear is used as a motivational tool by the government over the masses.

8. Religion and Government are Intertwined - Governments in fascist nations tend to use the most common religion in the nation as a tool to manipulate public opinion. Religious rhetoric and terminology is common from government leaders, even when the major tenets of the religion are diametrically opposed to the government's policies or actions.

9. Corporate Power is Protected - The industrial and business aristocracy of a fascist nation often are the ones who put the government leaders into power, creating a mutually beneficial business/government relationship and power elite.

10. Labor Power is Suppressed - Because the organizing power of labor is the only real threat to a fascist government, labor unions are either eliminated entirely, or are severely suppressed.

11. Disdain for Intellectuals and the Arts - Fascist nations tend to promote and tolerate open hostility to higher education, and academia. It is not uncommon for professors and other academics to be censored or even arrested. Free expression in the arts and letters is openly attacked.

12. Obsession with Crime and Punishment - Under fascist regimes, the police are given almost limitless power to enforce laws. The people are often willing to overlook police abuses and even forego civil liberties in the name of patriotism. There is often a national police force with virtually unlimited power in fascist nations.

13. Rampant Cronyism and Corruption - Fascist regimes almost always are governed by groups of friends and associates who appoint each other to government positions and use governmental power and authority to protect their friends from accountability. It is not uncommon in fascist regimes for national resources and even treasures to be appropriated or even outright stolen by government leaders.

14. Fraudulent Elections - Sometimes elections in fascist nations are a complete sham. Other times elections are manipulated by smear campaigns against or even assassination of opposition candidates, use of legislation to control voting numbers or political district boundaries, and manipulation of the media. Fascist nations also typically use their judiciaries to manipulate or control elections.

*Information above was taken directly from an article that was produced by Dr. Lawrence Britt in Free Inquiry magazine, Volume 23, Number 2. Or click on the link provided here for more information.

II. After reading the 14 characteristics of Fascism, you will be broken into groups. In this assignment, you will have to pick one of the statements above and prove if it is true by looking at the Fascist states of Germany, Italy, or Spain. You may conduct research using the following resources. Please feel free to expand on this list if you find a good website or other source:

Weimar Republic (Blue Book)
Hitler's Germany (Yellow Book)
World History: Patterns and Interactions p. 426-435

ABC-CLIO Username: KIS Password: Welcome
The Best History Sites
A Web of English History
The Seeds of Evil
Introduction to the Weimar Republic
Economic and Political Problems in the Weimar Republic
The Weimar Republic Teachers Paradise
The Weimar Republic Timeline

Fascism in Italy Revision Notes
Italian Life Under Fascism
Italian Fascism
Education in Fascist Times Through Pictures and Reports

Fascism in Spain and Italy

Will Japan adopt Fascism?

Secondary Source List:
The Fascist Revolution: Toward a General Theory of Fascism by Brian C. Anderson
Economic Fascism by Thomas J. DiLorenzo

III. Once you have finished your research you will need to create a wiki that proves if your characteristics stated above are true or not. You MUST include written text and may also use stats, videos, pictures, etc. to convey your ideas.

MR. SPIVEYS CLASSES ONLY! You must read p. 10-21 for next time in Weimar Germany. Mr. Brightmans class has already done this.

Why was the Weimar Republic a good place for Fascism to flourish?

In 1923 inflation was so bad in Germany that it became cheaper to burn money than to buy firewood for it.

Part I To start off class we will spend the first 15 minutes peer-editing each others "Characteristics of Fascism" wikis. The purpose of this is two-fold. First, we want you to learn from your fellow students. Second, we want you to help each other make this work as publishable as possible. Your teacher will assign which work you will peer-edit. Once you are done peer-editing, we will take 1-2 minutes per team discussing the research you have found to date. Please use the feedback you receive to revise and edit your wiki pages for grading by Monday, April 28th.

Part II Factors of Analysis: Remember these? We spent several classes examining these for different periods last semester. Let's revisit them again now because they will help us understand our guiding question.

Social Issues
Foreign Relations

Not all of these will help us understand why Fascism flourished in the Weimar Republic. Even if they would, we may not be able to find the research necessary to prove it. Take a moment and think about which factors you think we can use along with our Weimar Germany books to help answer our question. Brainstorm with your team what you already know from the reading along with the factors of analysis you choose.

Part III Weimar Cartoons

As you have read Weimar Germany, I hope that you have taken note of the political cartoons that you have noticed along the way. They can capture in pictures and phrases what historians need pages to explain. With your team, we would like to challenge you to create a ToonDoo or Comic Life gallery portraying how one of the factors of analysis was at work within Weimar Germany and helped make Fascism flourish there. Please approach this endeavor as follows:

  • Brainstorm ideas once you have selected your factor of analysis.
  • Script or storyboard your ideas so that your gallery educates your classmates and teacher effectively about your factor of analysis.
  • Illustrate your gallery using ToonDoo or Comic Life and post it on your wiki gallery page next class.

Homework: Weimar Factors of Analysis Galleries due by 8:00 A.M. next class day. Also read p. 24-31 in Weimar Germany book.

Interesting Resource: What would it be like at a school in Nazi Germany? Look at primary sources by going through the link below.
Nazi Schooling

Hitler, Mussolini and Franco Character Collages

Guiding Questions:
1. What were the beliefs and values of the three most authoritarian dictators of the 1930s?
2. What influences led them to become such dominant characters?
3. Why do you think so many people in these societies were drawn to their leadership?

Character Collages:
To answer these questions, your team will create a life-sized character collage of your assigned dictator out of butcher paper. Your character collage must contain the following:

  • Words and phrases that capture the beliefs, values and influences of your dictator
  • Memorable quotes by your dictator that express his beliefs and values
  • Visuals that show key ideas, beliefs and values of your dictator

During the next class period, you will share and present these with the class. You will approach this project as follows:

  1. Research: Gather information about your dictator from the textbook, ABC-CLIO, and on-line resources. Brainstorm ideas for the character collage. Make sure that all major ideas are included in the collage.
  2. Graphic Design: Design and organize the overall appearance of your collage. Make sure that all visuals clearly and accurately represent your dictators influences, values, and beliefs.
  3. Illustrate: Draw an outline of your dictator on butcher paper including his face. Draw or affix visuals as needed. Add words, phrases, and quotes as needed to complement the collage.

During today's class, work on research and graphic design. At the beginning of the next class, you will have 5 minutes to work with your team to illustrate your character collage. This makes it essential that you come to class prepared with all research, illustration supplies (markers, colored pencils, printed photos, etc.) and visual materials. At promptly 5 minutes, your collages will be posted for review by your classmates and teacher to enjoy.

The following rubric will be used to assess this project.


HW: (a) Finish your research and print out items for your collages. (b) Read p. 4-11 in Hitler's Germany (Yellow Book in the Longman Series)

Aggressors of Fascist Regimes

I. To start off the lesson you will have 5 minutes to finish up your character collages. When your teacher says stop working you will hang your collage in a designated place assigned to you by your teacher.

II. Gallery Swap Character Collage: Your teacher will handout the Character Collage Rubric. You will be responsible for grading two other groups work. Enjoy each other's work and don't hesitate to ask questions. (10-15 min.)

Character Collage Discussion Questions: After exploring the three leaders we will explore the following questions: (5-10 min.)
1. What similarities do Hitler, Mussolini and Franco have in common?
2. How are these men different?
3. What characteristics of Fascism did each leader emphasize and why?
4. Do you see why these men were so popular or is it a historical phenomenon that they ever gained power?

III. Continue reading how Hitler was able to rise and maintain his power in Germany. Read p.12-19 in Hitler's Germany (15 mins.)

VI. Virtual Gallery Swap: Take the next 15 minutes of class enjoying your classmates' work and exploring the different factors of analysis that made Germany ripe for Fascism. Share your thoughts with your classmates on the Discussion tab. Exceptional galleries will be promoted and shared with other classes.

The Old League of Nations Building

V. We will start on a simulation that will we will call "A League of their Own: What would you do?" Follow the steps below:

1. You will be assigned a country. For Mr. Spivey's classes refer to your 'class list' to get your country.
2. Read the following documents in the perspective of your assigned country. Make sure and answer the questions at the bottom of each of the readings. The readings are below the country assignments.
3. Next class we will act out the League of Nations and go through each scenario using a Socratic Seminar format. Check out the following links to review how to actively participate in a Socratic Seminar.

Socratic Seminar Leader (Only one of you will be a leader in each class.)

Socratic Seminar Participants (All but one of you will be participants.)

Grading: Your participation in the seminar will be graded as follows.

external image msword.png SSholisticrubric.doc

Country Assignments:
United States (Note: The U.S. never joined the League of Nations due to domestic opposition, but they did play an international role.)
Great Britain
Russia (Note: In reality you were kicked out of the league of nations in 1939, but for this simulation we will keep you in.)
Japan (Note: Withdrew in 1933, but again for this simulation we will have you represent Japan.)
Belgium (Note: Remember WWI, this could help you with what could be going through their head at this time.)
Korea (Note: At this time, Korea was occupied by Japan and not represented in the League, but think how they would respond.)
Holland (The Netherlands)

Simulations Readings- All documents must be read and questions answered by next class.





League of Nations Debate

I. Today we will enact the League of Nations on the question of, "Should there be an action(s) taken against European fascist governments for their aggressive moves?" The class will look at at each situation. Placards will be used to identify which country you represent.

Homework: Read p. 431-435 in Modern World History: Patterns and Interactions, reflect on the simulation and see how accurately the class simulated history. If the conference did emulate history, why? If not why? Be ready to discuss next class.

The Nazi Invasion of Poland

During today's class, we will be viewing a fascinating video about the Nazi invasion of Poland. Before viewing the video, take a look at p. 24-25 of your Hitler's Germany books. There are many parts of the film that will reinforce what we have studied, but there are also some unexpected scenes that may challenge what you have read and thought you knew about World War II. Please take notes and be prepared to share your reflections on the video with the class after the viewing.

Homework: Finish Hitler's Germany (Mr. Spivey's homework for 4/30, start at p.24 as we did not have time to read this in class).

Western and Eastern Theaters of World War II

Guiding Question: How did World War II progress the way it did?

When military historians discuss World War II, they typically analyze it by separating it into two categories: Western and Eastern. The Western Theater consists of all military actions that took place in Europe and North Africa, while the Eastern Theater consists of all battles that occurred in the Soviet Union, East Asia, Southeast Asia, and the Pacific. As sort of a pun, we challenge you today to literally turn these military events into theater.

  • You and a partner will be assigned two sections from the Modern World History textbook to read.
  • After reading and thoroughly understanding your sections, you and your partner need to develop a script that will be used to act out your section of the reading. All aspects of your reading must be conveyed through dialogue and action. NO READING DIRECTLY FROM THE TEXT!
  • Once you have finalized your script, you may film it using iMovie and the MacBook iSight camera.
  • Your films and scripts must be posted on your assigned Wiki page so that they may be viewed by your classmates for homework.

Your films will be graded for creativity, accuracy of content, level of interest, and successful/timely posting to the wiki. They are due at the end of class.

Partnered Reading Sections:
Act I: Germany Sparks a New War in Europe--Germany's Lightning Attack on Poland p. 441-2
Act II: The Soviets Make Their Move--The Phony War p. 442
Act III: The Battle for France and Great Britain--France Falls p. 442-3
Act IV: Germany Attacks Great Britain p. 443-4
Act V: The Eastern Front and the Mediterranean--Great Britain Strikes Back p. 444-445
Act VI: The War in the Balkans--The United States Aids Its Allies p. 445-6
Act VII: Japan Seeks a Pacific Empire--The Tide of Japanese Victories p. 447-449
Act VIII: The Allies Turn the Tide of War--The Allies Go on the Offensive p. 449-450

The Holocaust Family Homework Assignment

Homework: Family Homework Holocaust Primary Source Viewing and Reflection Questions Due on Tuesday, May 13th in class.
  • Read "The Holocaust" article from the U.S. Holocaust Memorial Museum and summarize it meaningfully for your parent(s)/guardian.
  • Together with your parent(s)/guardian, watch six testimonials from the Fortunoff Video Archive at Yale University. They are each less than two minutes in length.
  • Finally, reflect on the following poem together, "First They Came..." by Pastor Martin Niemoeller.

First they came for the communists, and I did not speak out--
because I was not a communist;
Then they came for the socialists, and I did not speak out--
because I was not a socialist;
Then they came for the trade unionists, and I did not speak out--
because I was not a trade unionist;
Then they came for the Jews, and I did not speak out--
because I was not a Jew;
Then they came for me--
and there was no one left to speak out for me.


Discuss the following Reflection Questions with your parent(s)/guardian:
1. How do you think the Holocaust was possible?
2. If you had been a Jew in German-occupied territory, how do you think the Holocaust would have affected you?
3. If you had been a non-Jew in German-occupied territory, how do you think the Holocaust would have affected you?
4. Why do you think so many Germans did nothing to stop the killing?
5. Do you think the Holocaust is valuable for us to study today? Why or why not?

Record a summary of your answers to each question and submit it with your parent's signature and your signature. This assignment is worth 20 points, and we will expect you to share your responses with the class on Tuesday, May 13th.

How did the Allies win?

Best Picture Awards

Before we take a look at a brilliant historian's answer to that question, please take the first 25 minutes of class viewing your classmates "Theaters of War" projects. While enjoying these masterpieces, please take note of the main points your classmates are trying to convey so that you actually have a sense of how the war progressed. After watching the films, please nominate the top three and submit them to your teacher. We will use the final results to link the best Act I-VIII films for you to review for the test and final. Once you have nominated your films, please spend five minutes discussing the question with your teammates: "How did the Allies win?" Be ready to share your analysis with the class.

How the Allies Won Breakout

A brilliant professor at the University of Exeter, Dr. Richard Overy, wrote a fascinating analysis where he explored the guiding question we just asked you: "How the Allies Won." While it is recommended that you read his analysis, today you will become an expert on one of his main thesis points and learn about his other points from your classmates in a jigsaw breakout session. Counting off in threes, you will divide into three large groups examining one of his points. Together, you will read through it and take notes on his main ideas in a summary format. After 10 minutes, you will be asked to team up with two experts on the other topics and share your summaries with each other in 10 minutes or less. Teams should become experts on the following texts as follows:

1. Soviet Transformation

2. American Power

3. German Errors

WWII Roundtable

Now that we have examined the Holocaust, the military campaigns of World War II, and why the Allies won the war, it is time to reflect, ask questions, and discuss what we have learned. Starting with your family homework, continuing with the military theater project, and reviewing today's research, discuss your thoughts, emotions, and insights about this fascinating period of World History. Everyone is expected to be engaged and participating in this discussion.

Homework: Read MWH p. 455-465. Be prepared to discuss how the war ended and the devastation it wrought around the world.

Because of Mr. Spivey having to leave for Japan next week the classes will be dividing by your designated teacher. Click on the link bellow to follow future lesson plans:

Mr. Spivey's Classes

Mr. Brightman's Classes