L3+Allshouse+Jason

** COLLEGE **** OF EDUCATION ****, HEALTH AND REHABILITATION **  ** LESSON PLAN FORMAT ** **__ Date of Lesson __**** : ** 3 **__ Topic __**** : ** ** The Holocaust was not the only example of mass murder during World War II. ** Maine Learning Results: Social Studies. E. History E1. Historical Knowledge, Concepts, Themes, and Patterns Grade 9 - Diploma "World War II 1939-1945" Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world. b. Analyze major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future. Students will be asked to blog about their feelings concerning what they have learned and witnessed during this lesson. That will include things about the images they saw; how this topic makes them feel; and what kind of impact they think the Holocaust had on history.  Product: Blog -Students will think about what they have learned and apply that information into the context of either a German soldier, German scientist, or Holocaust survivor; they will then be able to do the following questions in their blog: students will be able to assume the role of either an ordinary German soldier, German scientist, or Holocaust survivor and think about how/why you would be able to stop/do nothing about the Holocaust. When each blog is complete, students will go and read each others' work and comment on each one. The students will then be graded on their blogs with the rubric attached below.
 * UNIVERSITY** **OF MAINE AT FARMINGTON**
 * __ Teacher’s Name __**** : ** Mr. Jason Allshouse
 * __ Grade Level __**** : ** 9-12
 * __ Objectives __**
 * Student will understand that ** the Holocaust was not the only example of mass murder seen during World War II.
 * Student will know ** Holocaust, Concentration Camps, Final Solution, genocides, ghetto, Auschwitz, and Gulag Camps.
 * Student will be able to do ** assume the role of either an ordinary German soldier, German scientist, or Holocaust survivor and think about how/why you would be able to stop/do nothing about the Holocaust.
 * __ Maine __****__ Learning Results Alignment __**
 * Rationale: ** This lesson meets the MLR because it covers the major events and people of a very important world event, the Holocaust. Students will understand what happened during this dark period in history and will be able to see and explain the impact this event had on the rest of the war and on history itself.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * Technology ** : This lesson uses Blogger.com, Youtube.com, and other websites that pertain to World War II.


 * Teacher**: I will be using Youtube.com to play a clip from Schlinder's List along with using it to play the Israeli National Anthem. I will also be using Google to get images of the Holocaust.


 * Students**: The students will be using Blogger.com in order to create their blogs and comment on other students’ blogs. Students will also be asked to find credible internet sources to help create their blog for the final assessment.

Students will be grouped for this lesson using the Round Robin form of cooperative learning. Students will be placed in small groups; each group will come up with answers to a question that I propose. One student is in charge of taking down notes, another must keep track of time along with working, and one other must make sure that everyone participates. They will be given time to think individually, and then they will be asked to work as a group to write down answers. I will review student's IEP, 504, or ELLIDEP and make appropriate modifications and accommodations. For this lesson, I will also enable students to use podcasts or comic life if they have problems with writing. Also with this lesson, I will allow students to leave the room if the material is too powerful for them; they will have other assignments to supplement the missing class time if need be. This lesson will be able to reach even the most determined student due to the large amount of Type II technology being used. Students will be asked to learn the information and then apply it to different situations (the Holocaust blog). Once that is done, the students will jump to the Type II technology by being asked to comment on each others' blogs.
 * Music**: This lesson will tie into music on a number of fronts. I will be having my students listen to music from the time period, national anthems, and even some propaganda music so they can understand what other people were dealing with. I think just about everyone likes music and so it will be an interesting change of pace from the music students are listening to now.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * Verbal ** : Students will take part in a class discussion of what each student would have done if he or she was in the same position.
 * Logical**: Students will take a look at the statistics of the Holocaust (i.e. number of dead, number of camps).
 * Visual**: Students will look at images of the Holocaust and a [|clip of Schlinder's List].
 * Musical**: Students will listen to the [|Israeli National Anthem].
 * Interpersonal**: Students will work in groups assigned in the Round Robin way of grouping to discuss their feelings on the subject.
 * Intrapersonal**: Students will be given time to blog about their own personal, initial feelings about the images.
 * Modifications/Accommodations **
 * Absence Rules: ** I recognize that students will be absent from time to time due to personal situations. If a student is absent, he or she is expected to come to me and ask what was missed -- this includes finding out about assignments, notes, handouts, and other important information. The amount of time missed will determine how much time a student has to make up the work. Class notes will be posted on the class wiki.
 * Extensions **
 * __ Materials, Resources and Technology __**
 * Computer and a projector
 * Story Map 1 Graphic Organizer handout
 * dry-erase markers
 * Maps
 * Student Computers
 * White Board
 * Possibly a VCR
 * Speakers
 * Rubric
 * Blogger Tutorial
 * __ Source for Lesson Plan and Research __**
 * The design of the lesson, using WHERETO method came from //Integrating Differentiated Instruction & Understanding by Design// by Tomlinson.
 * The Story Map 1 graphic organizer came from [].
 * The Round Robin grouping came from [].
 * The students will blog at [|https://www.blogger.com]
 * Holocaust information: []
 * Holocaust statistics: []
 * Concentration Camp information: []
 * Final Solution information: []
 * Genocide definition: []
 * Ghetto information: []; []
 * Auschwitz information: []
 * Gulag information: []
 * Holocaust Glossary of terms: []
 * Dead bodies picture: []
 * Mass grave picture: []
 * Townspeople seeing camps picture: []
 * Map of German Concentration Camps picture: []
 * // Schlinder's List clip: // []
 * Israeli National Anthem: []
 * Blogger Tutorial: []
 * __ Maine __****__ Standards for Initial Teacher Certification and Rationale __**
 * // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * Rationale ** : I met this standard by having enough organization to the class so that learning could take place while at the same time allowing students to chose some things that go on. I also use a variety of resources and try to cover at least six of the multiple intelligences during the course of the lesson such as playing the Israeli National Anthem for the musical students and showing video clips from Schindler's List, along with allowing for group discussions. Students are also pushed to go deeper into different topics and learn/research material that they find interesting. I have designed my lesson so that students will feel comfortable to get things accomplished and not to feel overwhelmed or uncomfortable. The use of a rubric also ensures that students recognize the things that are necessary and important in order to get a good grade.


 * // • Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * Rationale ** : This lesson's Facet of Understanding was empathy. The students are asked to be able to assume the role of either a German soldier, German scientist, or Holocaust survivor during the war and answer whether or not they would have done something to stop the murder; they also have decide why or why they would not try to stop it. By the end of the lesson, the students will not only know what took place during the Holocaust, but also recognize that it was not the only example of mass murder during the war. They will then be able to take that information and apply it to their soldier situation. Combine this information my knowledge of the subject and my content notes and this lesson will clearly meet the MLR standards.


 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** : As a teacher and a learner myself, I recognize that every student learns in a unique way. It is impossible to teach using a one-size-fits-all method of instruction. Having taken that into consideration, my lesson deals with this by incorporating the following MI's into it:


 * Verbal**: Students will take part in a class discussion of what each student would have done if he or she was in the same position.
 * Logical**: Students will take a look at the statistics of the Holocaust (i.e. number of dead, number of camps).
 * Visual**: Students will look at images of the Holocaust and maybe a [|clip of Schlinder's List].
 * Musical**: Students will listen to the [|Israeli National Anthem]
 * Interpersonal**: Students will work in groups assigned in the Round Robin way of grouping to discuss their feelings on the subject.
 * Intrapersonal**: Students will be given time to blog about their own personal, initial feelings about the images.

Aside from the MIs, my lesson also incorporates technology. The students are asked to do research in order to complete their final assessment, the Holocaust blog; this will end up being a Type-II Technology because the students will have to then comment on each others' blogs. They will also be asked periodically throughout the lesson and unit to blog their feelings about the topics.


 * // • Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * Rationale ** : This lesson has a mixture of formal and summative assessments so that I can gage my students learning. The formative assessments allow me to periodically check what they have or have not learned; using this knowledge, I can then adjust my teaching to fix the problems. Once the lesson is complete, the summative assessment will allow me to check for learning along with their ability to apply that new information.

Students will be asked to fill out their graphic organizer along with a quiz so that I can see where they are in their learning. They will be given ample time to reflect individually along with group discussions on topics. Students will have enough time to make sure they understand the information and by the end of the lesson they will create a blog applying that information to a situation.
 * Formative (Assessment for Learning):**

Product: Blog -Students will think about what they have learned and apply that information into the context of either a German soldier, German scientist, or Holocaust survivor; they will then be able to do the following questions in their blog: students will be able to assume the role of either an ordinary German soldier, German scientist, or Holocaust survivor and think about how/why you would be able to stop/do nothing about the Holocaust. When each blog is complete, students will go and read each others' work and comment on each one. The students will then be graded on their blogs with a rubric.
 * Summative Assessment (Assessment of Learning):**

The students will enter the room and take a seat in the horseshoe shaped arrangement in the room. They will hopefully bring with them their permission slip in order to watch the Schlinder’s List clip. When everyone arrives, I will form groups using the Round Robin groupings; students will stay in these groups for the remainder of the lesson. One student is in charge of taking notes, another must keep track of time along with participating, and another group member needs to make sure everyone is participating. This grouping allows students to think about a given question, that I have posed, by themselves and then formulate an answer. They will then designate a scribe who will take down the answers that the group has decided are good ones. I also intend to pre-assess the students to see how much information they know about the Holocaust; this information will help me decide what areas to slightly cover and what areas to go deeply into.
 * __ Teaching and Learning Sequence __**** : **

> The very beginning of class the students will watch a clip from [|Schlinder's List] via Youtube.com along with images from Google such as [|dead bodies], [|a mass grave], [|a group of townspeople seeing a camp], [|map of the concentration camps]. They will also listen to the [|Israeli National Anthem] -- an important part of the Israeli resistance during the war. Students will learn that the Holocaust was not the only example of mass murder seen during World War II. This is important for them to understand because many people overlook what happened to other minorities in Germany along with what happened in [|Russia] during the war. By the end of the lesson, the students will be able to understand what certain people went through during the war; they will also be able to assume the role of a German soldier, German scientist, or a Holocaust survivor and answer what they would have done in the same situation.
 * Agenda:**
 * ** Day 1: ** Students will begin class looking at a clip from the movie Schlinder's List along with images from the Holocaust; it also includes the Israeli National Anthem (5 Minutes).
 * Students will then listen to a mixture of my Holocaust presentation along with some class discussion (50 Minutes).
 * The rest of class will be spent with students working in their groups to complete, rethink, and revise their graphic organizers; the homework will include looking up information for their Holocaust Blog along with blogging about their feelings concerning the Holocaust (30 Minutes).
 * ** Day 2: ** Class will begin with me asking the students how the information they learned made them feel; what they learned; if they had relatives survive; what they think about the Holocaust, Hitler, and Stalin (50 Minutes).
 * The rest of class will be devoted to allowing the students to work on their Holocaust blogs (30 Minutes).
 * Day 1 **
 * Where, Why, What, Hook, Tailors**: **Visual, Musical (5 Minutes).**

Students will then listen to a mixture of a presentation and class discussion concerning what transpired during the [|Holocaust] and other major genocidal events. This includes things like talk of major [|Concentration camps] and [|Gulag] camps; who the [|major people were during the Holocaust]. This will include [|statistics] about the amount of people killed along with allowing time for students to answer what they would do in the same situation. Students will know things like the Holocaust, Concentration camps, final solution, genocides, ghetto, and Auschwitz. If time permits, I will try to link the Holocaust and gulags to other, more modern examples of genocide. This will include places like Darfur and Cambodia along with discussion on ways to prevent genocides and how hate grows in some cases. This is where they will get their story map 1 graphic organizer.
 * Equip, Tailors: Verbal, Logical (50 Minutes).**

The rest of class will be devoted to group work, using the Round Robin groups, with students working to finish filling in their story map 1 graphic organizer. It will also allow them time to ponder what they have just learned. They should be able to fill in the map and then work with their partners to decide if the information is accurate. They will also be given time to revise their graphic organizers; they will also be given time to reflect on what they just listened to and saw. Students will be asked to come in with some information so that they can complete their Holocaust blog. Students will also be asked to blog about what they felt about the images and statistics of the Holocaust and other genocides.
 * Explore, Experience, Rethink, Revise, Refine, Tailors:** **Interpersonal (25 Minutes).**

I intend to open the class up for student comments and questions. I want to know what each student thinks about the information we covered. I want to know: how it made them feel, did they know anyone who survived, what they think about the Holocaust, what their thoughts are on Hitler, along with their thoughts on Stalin. I believe that the entire class can have a large group discussion about it and learn quite a bit more on the subject along with different insight and feelings from the rest of the class.
 * Day 2 **
 * Equip, Rethink, Tailors: Verbal, Visual, Interpersonal (50 Minutes).**

The rest of class will be spent allowing students to work on their Holocaust blogs. It is expected that they have already looked up come information and are ready to put it all together. Students must be able to assume the role of either an ordinary German soldier, German scientist, or Holocaust survivor and think about how/why you would be able to stop/do nothing about the Holocaust. They will also be expected to comment on their classmates’ blogs later on.
 * Equip, Experience, Tailors: Intrapersonal (30 Minutes).**