L4+Allshouse+Jason

** COLLEGE **** OF EDUCATION ****, HEALTH AND REHABILITATION **  ** LESSON PLAN FORMAT ** 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 given a Fact and Opinion graphic organizer which they will work to fill out during class. They will be given ample time to either work by themselves or in small groups to complete this task; they also will receive time to talk about the information with their groups. At the end of the lesson, the students will self-assess their graphic organizers by making sure that they have put the facts and opinions in the correct places. PowerPoint- At the conclusion of the lesson, students will research information on both Hitler and Stalin. They will then compose a Venn diagram outlining the similarities and differences of each man, including where they were born, their childhoods, early life, years as leader, and atrocities committed. They will then take that information and compose it into a PowerPoint that has rich images, music, and video.
 * UNIVERSITY** **OF MAINE AT FARMINGTON**
 * __ Teacher’s Name __**** : ** Mr. Jason Allshouse
 * __ Date of Lesson __**** : ** 4
 * __ Grade Level __**** : ** 9-12
 * __ Topic __**** : ** The Holocaust was not the only example of mass murder during World War II.
 * __ Objectives __**
 * Student will understand that ** the Holocaust was not the only example of mass murder seen during World War II.
 * Student will know ** Adolf Hitler, Joseph Stalin, FDR, Holocaust, Concentration Camps, Gulag work camps.
 * Student will be able to ** recognize that Hitler killed roughly 12 million people during the Holocaust and is considered to be purely evil; Stalin killed and estimated 30 million people and goes down in history as a great leader.
 * __ Maine __****__ Learning Results Alignment __**
 * Rationale: ** My lesson meets the Maine Learning Results because students, having completed the lesson, will have a firm understanding of the Holocaust, the Gulag Camps/Stalin's Purges, along with a deep understanding of both Adolf Hitler and Joseph Stalin as people -- this includes information on their childhoods and actions taken before and, in Stalin's case, after the war.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * Technology ** : This lesson uses Youtube.com, Google Images, PowerPoint, and various other credible internet resources so that students will fully understand about the Holocaust, Adolf Hitler, and Joseph Stalin.


 * Teacher**: As the teacher, I will be using Youtube.com and Google Images to find interesting clips or photos. I will also be using PowerPoint to show them what a good example would look like.


 * Student**: The students will be using PowerPoint, which will include music, images, and video. They will be required to research either Hitler or Stalin, using credible internet sites or books, and then put together their PowerPoint.

Students will work in cooperative groups using the Think-Pair-Share model. In this model, students are given a question to think about individually for a while. They then pair up with a partner and discuss what they each had for answers. The expectation is that both students work together and share the work load along with paying attention to time constraints. Once this is done, the students then come back into the larger group and share out what their answer/information is. The students’ role is to first think for themselves about the information and then convey their thoughts to a partner and eventually to a whole group. I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * English**: This lesson also connects to another content area, English. For this lesson, students will be given opportunities to have a debate over the two men, take part in a "dramatized" meeting between Hitler and Stalin, along with being exposed to Socratic questioning. They will also be asked to read and understand information. All of these skills are vital, and they are all seen in English classes.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * Verbal ** : There will be various class discussions along with a debate about whether or not one man should be viewed differently than the other.
 * Logical**: I would use Socratic questioning in order to push the students into a deeper understanding of the materials.
 * Visual**: Students will look at images of Hitler and Stalin along with the things that they have done (i.e. Holocaust and Gulag photos).
 * Bodily**: Students will take part in a "dramatized" meeting between Hitler and Stalin.
 * Interpersonal**: Students would work in groups to discuss the facts about both Stalin and Hitler.
 * Intrapersonal**: Students will blog about their findings on these two men and emotions that come from the research.
 * Musical**: I would use mood music to set the tone after looking at the pictures.
 * Naturalist**: Students will get a chance to look at the areas where the Concentration camps and Gulags were.
 * Modifications/Accommodations **

This lesson, like all my other ones, works to reach all the students, even those who require a little extra work. My method of making this lesson challenging for all is by incorporating a Type-II Technology into the classroom. A Type-II Technology is something that adds to a students learning in a way that an ordinary activity could not. For this lesson, the students will be asked to research either Adolf Hitler or Joseph Stalin using credible internet sources or books. They will then be asked to compose a PowerPoint depicting the chosen leader's birth place, their childhoods, early life, years as leader, and atrocities committed. This will also include using images, music, and video in the PowerPoint, which makes it a Type-II technology.
 * 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
 * Fact and Opinion Graphic Organizer handout
 * dry-erase markers
 * Maps
 * Student Computers
 * White Board
 * Possibly a VCR
 * Speakers
 * Rubric
 * PowerPoint Tutorial
 * Venn Diagram
 * PowerPoint Software
 * __ 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 Fact and Opinion Graphic Organizer came from [].
 * The think-pair-share groupings idea came from [].
 * My rubric came from [].
 * My Venn diagram came from [].
 * Hitler Photos: []
 * []
 * []
 * Stalin Photos: []
 * []
 * []
 * Nazi Ovens: []
 * Camp Survivor : []
 * Russian Gulag prisoners: []
 * Gulag watch tower: []
 * Hitler's life story: []
 * Stalin's life story: []
 * FDR information: []
 * Holocaust information: []
 * Concentration Camps information: []
 * Gulags information: []
 * Concentration camp map: []
 * PowerPoint 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 letting students act out a meeting between Hitler and Stalin for the bodily students and allowing the students to see the locations of the camps using Google Earth for the naturalist students; students will also get to take part in class discussions and group chats. 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 and a printed-out Venn diagram 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 ** : For this lesson, the facet used was self-knowledge. The students are expected, by the end of the lesson, to recognize that Adolf Hitler killed roughly twelve million people and goes down in history as purely evil, but Joseph Stalin killed thirty million people and is viewed as a hero. Students will then be able to craft their own judgments of each man along with understanding that a person's actions can be viewed differently depending on the historical context and who is actually writing the history. This falls in line with the MLR and is backed up by my type and use of content notes.
 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** : Like all good teachers, I recognize that students are all unique individuals who learn at different speeds and through different ways. Some work well with music while others need to get up and move. I have accounted for this in my lesson by making sure that I have incorporated at least six different MIs into the lesson. They are as follows:


 * Verbal**: There will be various class discussions along with a debate about whether or not one man should be viewed differently than the other.
 * Logical**: I would use Socratic questioning in order to push the students into a deeper understanding of the materials.
 * Visual**: Students will look at images of Hitler and Stalin along with the things that they have done (i.e. Holocaust and Gulag photos).
 * Bodily**: Students will take part in a "dramatized" meeting between Hitler and Stalin.
 * Interpersonal**: Students would work in groups to discuss the facts about both Stalin and Hitler.
 * Intrapersonal**: Students will blog about their findings on these two men and emotions that come from the research.
 * Musical**: I would use mood music to set the tone after looking at the pictures.
 * Naturalist**: Students will get a chance to look at the areas where the Concentration camps and Gulags were.

I have also incorporated technology into the classroom. As mentioned earlier, the students will be required to do research about either Adolf Hitler or Joseph Stalin and then put together a fully-functional and rich PowerPoint; the PowerPoint must include music, videos, and images which will then make it a Type-II technology. This will make sure that the students are engaged in the materials while at the same time allowing students to learn and apply what they have learned to real world applications.
 * // • Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * Rationale ** : Like all my previous lessons, this lesson has a mixture of both formative and summative assessments. A formative assessment checks for learning and understanding during the course of a lesson and unit. It helps me to see what they know and what areas that I have to improve on. The summative assessment allows me to see if the students have fully understood the materials and are capable of taking their knowledge and applying it in a real world way.

Students will be given a Fact and Opinion graphic organizer which they will work to fill out during class. They will be given ample time to either work by themselves or in small groups to complete this task; they also will receive time to talk about the information with their groups. At the end of the lesson, the students will self-assess their graphic organizer by making sure that they have put the facts and opinions in the correct places.
 * Formative (Assessment for Learning):**

PowerPoint- At the conclusion of the lesson, students will research information on both Hitler and Stalin. They will then compose a Venn diagram outlining the similarities and differences of each man, including where they were born, their childhoods, early life, years as leader, and atrocities committed. They will then take that information and compose it into a PowerPoint that has rich images, music, and video. The students will enter the classroom and take a seat at their desks which will be arranged in a horseshoe shaped manner. Students will be broken into groups using the Think-Pair-Share groupings. I will pose a question that will be answered using this grouping style. While in pairs, the students will each have roles; one will be responsible for writing the information down -- the other partner is responsible for keeping track of time. Each student is also responsible for working with their partner and coming up with ideas.
 * Summative (Assessment of Learning):**
 * __ Teaching and Learning Sequence __**** : **

Once the hook, the series of images of Adolf Hitler, Joseph Stalin, Concentration Camps, images of a [|cremation oven] and a [|camp survivor], and [|Gulags], images of [|Russian camp workers] and a [|watchtower], are shown, I will pose a question to the class regarding their feelings on the images. They will then engage in the Think-Pair-Share method of grouping. This is where they will think individually for a few minutes; once that is complete; the students will then partner up with a person next to them and discuss what they thought about. Eventually, the students will then report out to the rest of the class. Students will learn that the Holocaust was not the only example of mass murder, but that there were other examples seen throughout the war. It is important for the students to know this information because history has a strange way of glorifying people, like Stalin, because of some good actions while other people, like Hitler, are viewed as purely evil. This often has to do with who writes history and the context which the events took place. By the end of the lesson, the students will understand the 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 United States.
 * Agenda:**
 * ** Day 1: ** The class will begin with the students taking a look at images of Hitler, Stalin, Concentration camps, a cremation oven, a camp survivor, a Gulag, camp workers, and a watchtower (5 Minutes).
 * I will then ask the students how these images made them feel; they will then take part in the Think-Pair-Share model to devise an answer (5 Minutes).
 * Once this is over, I will begin my presentation on Hitler and Stalin; this will include background information about each man along with accomplishments, both good and bad. At this time, the students will be filling in their graphic organizers (40 Minutes).
 * The students will then give their graphic organizers to their partners, decided earlier by the think-pair-share model. Each student will look over their partners’ work and make corrections if need be. Once they give the papers back, the students will then have time to make corrections and self-check their work. They will then work to fill out the Venn diagram on Hitler and Stalin. Once that is over, the students will then blog about how they feel in regards to this new information they learned during the presentation (30 Minutes).
 * For homework, the students will need to research either Hitler or Stalin, which will be decided in class, along with looking at the PowerPoint tutorial.
 * ** Day 2: ** The class will begin with another hook, a map of the concentration camp locations (10 Minutes).
 * After the hook, the class will "re-enact" what they think a meeting between Hitler and Stalin was like. Each student in the class will get an opportunity to do it so that everyone is involved and so that we can get some more input and points of view (50 Minutes).
 * The rest of class will be devoted to the students working on their PowerPoint projects. The project will need to be finished for homework (20 Minutes).
 * Day 1**
 * Where, Why, What, Hook, Tailors: Visual, Interpersonal (10 Minutes).**

Once the hook is complete, I will begin to give my presentation about Adolf Hitler and Joseph Stalin which will include some background information about each man along with the things, both good and bad, that they did while they ruled their respective countries. This is the time when the students will be able to fill out their Fact and Opinion graphic organizers individually. I will play some music from the time in order for the students to work. By the end of this section, the students will know what [|Adolf Hitler] accomplished both good and bad, over the course of his years as ruler of Germany; they also will know about the terrible side of [|Joseph Stalin] which includes his eliminating people from history, quite literally, and sending people to the Gulags. Students will also know good and bad things about [|FDR]; for the [|Holocaust], students will know about the camps along with what kinds of people were killed and why. The [|Concentration Camps] go along with the Holocaust section. Students will also know what, where, and how people were sent to the [|Gulag work camps].
 * Equip, Explore, Tailor: Logical, Musical (40 Minutes).**

Once the students fill out their organizers, they will turn to their partner, who was decided earlier during the think-pair-share method, and switch papers. At this point, the students will review the papers and make corrections if need be. They will then return the paper to the original owner, who will then look at the corrections and fix them on the graphic organizer, along with self-checking their own work. They will also work on filling out their Venn diagram on each man. Once that is finished, they will then blog about how they felt about the information that was covered in class today, especially on the images and information regarding both the concentration camps and the Gulags.
 * Experience, Revise, Rethink, Refine, Self-assessment, Tailors:** **Interpersonal, Intrapersonal (30 Minutes).**

For homework, the students need to research information for their PowerPoint on either Hitler or Stalin; the students will be allowed to pick whether or not they do research on Hitler or Stalin; this will be based upon the number of students who are in the class; the goal is for an equal number of students to research each man. They will also be given the PowerPoint tutorial link in order to understand how to use the software.

This class will begin with another hook where I will show the students the general locations of some of the more famous [|Nazi concentration camps]. I will also allow the students to blog about how they felt about this new information.
 * Day 2**
 * Hook, Tailors: Intrapersonal, Naturalist (10 Minutes).**

Once the students have finished blogging, I will have some students "re-enact" what they think a meeting between Hitler and Stalin would have been like previous to and then after Germany declares war on Russia. I also hope to have a debate over what the students feel about Hitler and Stalin, including whether or not each man should be viewed the same. I also intend to play devil's advocate, by using Socratic questioning, to see if I can make the students think differently/see another side about Hitler or Stalin.
 * Equip, Tailors: Verbal, Logical, Bodily (50 Minutes).**

The rest of class will be a work/question session based upon their PowerPoint assignment. They will be allowed to start it in class and finish it for homework.
 * Evaluate, Organize (20 Minutes).**