Components of a Good Lesson



Lesson Plan: The Cost of War

TOPIC OF LESSON: Children of the holocaust and Japanese children from Tokyo primary source lesson, understanding point of view (POV)

Standard Being Addressed: 10. 8.5 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.

10.8.6. Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan

|Sequence of the |This will be after the political, military history of WWII will be covered both in Europe and in Asia. This will be one of the |

|lesson within the |last lessons of the unit |

|unit. | |

|Lesson Component | |

| |Description/Details |

|Learning Objective |By the end of the lesson I want students be able to answer this question … Keep Bloom’s Taxonomy in mind and try to ask a |

|stated as a question |high-level question(s). |

|(Must decide this | |

|first!) |What are the consequences of war on the general population? |

| |How did war lead to extreme conditions? |

|20 points |Why does war lead to intolerance of others? |

| |How did the young generation respond to war in the aftermath? If they survived, how do you think they would act in their adult |

| |years? |

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|Warm-up Activity |Describe a 5-15 min activity that will get students into the lesson. |

|(This may be best | |

|created last) | |

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|5 points | |

|Input, or |Describe where students will get the information they need to complete the lesson? Provide copies of any handouts, documents, or |

|Source(s) of |lecture notes that you will use. |

|Information | |

|(Try to use a |Tell students they will be reading a primary source about a child who felt the affects of war too close to home. One will be from|

|combination) |the holocaust, the other will be from Japanese evacuations. Students will read their diary. Once they and their partner are done,|

| |they should teach their partner about their diary. Assign students into pairs, labeling each pair a 1 or a 2. Pass out the |

|20 points |readings, 1 being the Salvaged pages primary source, 2 being the evacuated Tokyo schoolgirl. When they are done teaching, have |

| |them look up for the next directions. |

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| | |

|Guided Practice |Describe the task that students will be asked to complete in class to learn the material. |

|(Provide detailed | |

|instructions) |After students are done reading their primary source and teaching their partner about their source, students will complete the |

| |following worksheet. |

|20 points | |

| |Questions on worksheet: |

| |How were both children, across the globe, affected by war? |

| |How did each child react to his/her immediate threat? |

| |Why did the children react the way they did? |

| |How are the two children similar in their given situations? Their responses? |

| |What happened to each child? |

| |What are the consequences of war on the general population? |

| |How did war lead to extreme conditions? |

| |Why does war lead to intolerance of others? |

| |How did the young generation respond to war in the aftermath? |

| |If they survived, how do you think they would act in their adult years? |

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|Closure |Now that students have completed the assigned task, what will you ask students to do at the very end of the lesson to demonstrate|

| |they got it? |

| | |

| |Come together as a class and discuss the questions as a whole, calling on students who volunteer to answer as these can be |

| |sensitive questions. |

| | |

|5 points |Have students write a short response silently on their paper about what they think of the primary sources. Collect these to |

| |grade- 10 points for completion. |

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|Primary Sources |Describe the sources that will be used in the lesson. They should provide multiple accounts of the same event or time period |

| |from the past (at least 2 – maybe more). Provide copies of the actual sources used when you present to the class. Note that these|

| |will be INPUT. |

| | |

|10 points | |

| |Leaves from an Autumn of Emergencies by Samuel Yamshita, pages 267-308 (exceprts) |

| |This is about a girl having to live in Tokyo before the bombins and feeling the affets of war. |

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| |ik0_N1BNbA&hl=en&sa=X&ei=42gCT8S2OM3KiAKk94moDg&ved=0CEoQ6AEwBA#v=onepage&q=salvaged%20pages&f=false |

| |Salvaged Pages, by Alexandra Zapruder, pages 271-300 (excerpts) |

| | |

| |This is about a Jewish boy who escaped Poland during the war. |

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