Direct Instruction Lesson Plan Format



Daily Lesson Plan

Miss. Johnston-Carter Intro to the Holocaust World History 10th Grade

Goals and Objectives

Instructional Goals

Students will be able to define key vocabulary and terms, including Holocaust, Aryan, Anti-Semitism and Pogrom.

Students will be able to explain why Jews did not leave Germany.

Students will analyze the lingering effects of the Holocaust and it’s connection to the modern day.

Ongoing Theme: An emphasis is placed on the exploration of history using film, including archival footage, reenactments (such as in documentaries), historical films, biographical films and more.

Lesson Standards:

World History, Culture, and Geography: The Modern World - 10.8 - Students analyze the causes and consequences of World War II.

5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.

Historical and Social Sciences Analysis Skills - Chronological and Spatial Thinking

3. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.

Historical and Social Sciences Analysis Skills - Historical Interpretation

1. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.

2. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.

Rationale: The Holocaust, the systematic murder of approximately six million people, is one of the worst genocides in history and is central part of understanding not just Nazi Germany but World War II in general. It also provides a chance for examining basic moral issues and human behavior and helps students understand what it means to be a responsible citizen through learning about those who stood up to Hitler and did whatever they could to save as many people as possible.

Procedure

Content – 70 Minute Block

10 Minutes – Bell Reading – Upon entering the classroom students will retrieve their Bell Reading (Historical Fiction, Nonfiction and/or Handouts associated with unit) from the bookshelves in the back of the classroom and read while role is taken.

5 Minutes – Overview – Students will be “hooked” with an intro video featuring Martin Niemöller’s poem “First They Came For The Communists”[1] followed by the an overview of the structure of the day’s lesson and outline learning objectives, connecting the lesson with content standards.

30 Minutes – The lesson will be presented in a lecture style presentation, accompanied by a PowerPoint presentation which provides a bullet point summery of the information presented by the teacher, alongside photographs from the period and other visual aids such as maps and cartoons to illustrate this information and make content comprehensible for students. As part of the ongoing theme of the course, film clips will also be included in the PowerPoint/Lecture, including archival footage, reenactments (such as in documentaries), historical films, biographical films and more.

10 Minutes – Why Didn’t The Jews Leave? – Half of the class will be given “Documentation Required for Immigration Visas to Enter the United States” and the other half will be given “Documentation Required for Emigration from Germany”. Students will be given three-five minutes to review their handout and then will partner up with a student with the opposite handout and share what they have learned.

10 Minutes – Holocaust Victim Identity Card – Students will be randomly given a card with only the pre-Holocaust information. Students will be given time to read the information on their card and make predictions about what they think will happen to the person on their card. Later on in the week each student will receive more information about the person on their card.

5 Minutes – Homework & Packing Up – Students will be asked to read either “Deceiving The Public”[2] or “Defining the Enemy”[3] from the United States Holocaust Memorial Museum for homework and write a brief journal entry (1-2 paragraphs) reacting to the information in the article they chose to read. Tomorrow at the beginning of class students will share their reactions to the articles with the class.

Assignments and Reminders of Assignments: Students will be reminded that their World War II Independent Research Project essays and presentations are due next week.

Materials and Equipment Needed

Audiovisual: Computer, speakers & projector.

Other:

• Documentation Required for Immigration Visas to Enter the United States -

• Documentation Required for Emigration from Germany -

• Holocaust Victims Identity Cards -

Accommodations:

English Language Learners:

• Material will be made available in students’ primary language.

• English Language Learners will be allowed use of translation materials/software, such as an English-Spanish Dictionary and Google Translate.

Students with Special Needs:

• All accommodations outlined in a student’s IEP will be honored, such as allowing students access to a word processor for written work and allowing answers to be given orally or dictated.

Gifted/Talented:

• Gifted/Talented students will be given the option of completing group work with other Gifted/Talented students.

• Gifted/Talented students will be given the option to read both articles assigned from the United States Holocaust Memorial Museum’s website and/or do examine related articles and report on them to the class.

Assessment of Student Learning: Student learning will be assessed through observation of classroom discussions, response to questions and through discussion of the assigned homework in the following class. A more complete assessment will via a short quiz halfway through the week and at the end of the week students will complete a short answer test which will focus not only on the information they have just leaned but on connecting that information to prior learning. These tests will be open note and focus on meaningful learning as opposed to rote memorization.

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[1] Found here:

[2] Found here:

[3] Found here:

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