L1+Gilbert,+Kasey

UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT

Teacher’s Name: Kasey Gilbert Date of Lesson: March 19th, 2008 Grade Level: 9-12 Topic: Holocaust Events and People

Student will understand that that the Holocaust occurred as a result of many events and people. Student will know important Events and People: Adolf Hitler, FDR, Kristallnacht, Nuremberg Laws, Himmler, Operation Barbarossa, Judenrat, Babi Yar, Wansee Conference, Dr. Mengele, D-Day Student will be able to design a timeline of major events that took place during the Holocaust.
 * Objectives**


 * Maine Learning Results Alignment**

Maine Learning Results: Social Studies E. History E1 Historical knowledge, concepts, themes, and patterns Grade 9-Diploma World War II and Postwar United States1939-1961 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 and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the world and the implications for the present and the future.


 * Rationale:** This lesson adheres to the Maine Learning Results standard because through the process of making a timeline, students will learn and understand the historical events that took place during the Holocaust, how they were influenced by previous events and how they influence later events.


 * Assessment**


 * Formative (Assessment for Learning):** This lesson teaches students about some of the major events that took place, turning points and people that lived during the Holocaust. Students will start a draft of a timeline starting in 1920 and ending in 1948, with the majority of the material pertaining to the 1930s and 1940s. Students will be involved in peer reviews while they work in their groups. They must revise and refine the work with each other before telling the other groups about their events.
 * Summative (Assessment of Learning):** Students will self assess their work during a review session, and fix mistakes. Their final product should be correct after the review session. Each group will then post their section of the timeline onto the class Wiki where the teacher will give them feedback. Students will then be responsible for going onto the class Wiki (before the class meets again) and fixing anything that has brought to their attention. Points earned will go towards their participation grade.

Language Arts- Reading and writing are an essential part of this lesson as students will be researching their events online. Mathematics- Students will be faced with dates, numbers and putting such things in chronological order. Technology- Students will be shown a short video at the beginning of class. They will be using a time line graphic organizer on the Inspiration program. Completed time line sections will also be uploaded to a class Wiki page.
 * Integration:**

Students will be put into groups of four according to seasonal groups that have already been predetermined. Each student in each group will be given a hard copy of a graphic organizer for study use, but will also be working with laptops using Inspiration. Each group will then be given a list of events pertaining to the Holocaust, and no two groups will have the same events. Each group will essentially be working on different parts of a time line. Each student will have a unique role within their group. One student will be Recorder, who will be responsible for recording the groups information onto the Inspiration time line. One student will be the Materials Getter, who will be responsible for providing the group members with reference books, pencils and other materials if they should need them. Another student will be Organizer, responsible for telling the Recorder the chronological order of each event. Finally, there will be a Fact Checker who will double check the dates of all the events the group is responsible for after each individual has picked an event from the list to research online. Each event should be summarized in over 2 sentences, but under a paragraph. Groups will then double check their work before sharing with the class. After a short review of each event with the instructor and final edits, the Recorder will upload the groups Inspiration timeline to the class Wiki. Each member will be assessed by the teacher on the event they have chosen to write a small blurb on, that has been posted on the Wiki.
 * Groupings**


 * Differentiated Instruction**

Visual/Musical-Auditory/Linguistic- Students will watch a short documentary with music and text. Interpersonal/Bodily-Kinesthetic- Students will break up into groups. Logical/Mathematical- Each group will be given a list of events to put in chronological order. Spatial-Each group will work with a timeline graphic organizer in Inspiration. Intrapersonal-Students will be able to chose which event to work on during class as well as for the duration of the unit, and will be asked to describe hook video in one word.
 * Strategies**

( I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.) Students will be warned beforehand about the graphic nature of the Hook video. If they choose not to view the video they may sit quietly outside the door with a paper that includes the text from the video, or they move to the back of the classroom to listen to "Red Sector A" by Rush on the computer with headphones. Students who are absent will be responsible for adding an event to the timeline. I will have extra event ideas on hand for the student to chose from. They will be given one day, or until the class meets again, from the day that they receive the assignment, to add to the class Wiki.
 * Modifications/Accommodations**

All students, regardless of skill level will be challenged throughout the lesson. Before presenting the Hook video, students will be asked to think about the following questions as they view the film, "How do you think this could have happened? Do you think similar things could happen today? If you had to describe this clip in one word, what would that word be?" All students will be challenged while using the Inspiration program as well. For lower level students, using the basic components of the program will be a challenge, and for the higher level students, exploring the program even further will be a challenge, yet all students will have the same type of information but a variety of colors, images and etc.
 * Extensions**

Syllabus Projector with laptop connection Projector screen Laptops for students (with wireless access and Inspiration) Hard copy of blank time line Hard copy of events Holocaust reference books Class Wikispace created Links to online resources Pencils
 * Materials, Resources and Technology**

Hook Source: YouTube.com: Children of the Holocaust Video Other sources: Holocaust Chronicle E-Book Holocaust Time Line
 * Source for Lesson Plan and Research**


 * 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:** Students will be able to move around the classroom, work with other students, as well as on their own. Concepts, ideas, people and times will shown both digitally and on paper. Students will be able to ask questions of themselves, their peers and instructor. They are also given opportunities to revise their work. Seven of the eight intelligences are incorporated into this lesson. This ensures that a majority of the students in the classroom will be able to contribute to discussions, and express their understanding in the way they feel most confident and comfortable with.

Rationale:** Since this lesson involves putting a time line together, students will not need any prior knowledge of the Holocaust. Before the review session, students will be asked how many of the events on the time line they had known about prior to the assignment. This will assess what they learned about through the lesson. Also, students will have ample time to revise their timeline, which will also serve as a form of self-assessment. Students will demonstrate what they have researched by designing a time line and will build upon this knowledge throughout the unit.
 * • Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.

Rationale:** This lesson caters to seven of the eight intelligences. Students will be moving, creating, researching, watching, listening, working alone and together. It also uses the Inspiration program, which can be used by lower level students to create a basic time line, or by higher level students to create a complex, more detailed time line.
 * • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.

Rationale:** This lesson will include a pre-assessment (see Standard 4), an informal assessment by posing questions (see Extensions), an informal assessment involving a review session, another informal assessment via Wiki feedback from the instructor, a formal assessment after students have a chance to revise based on teacher feedback, and finally a formal assessment at the end of the unit, as the completed time line will be used as an outline for a class made documentary.
 * • Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.


 * Teaching and Learning Sequence:**

Students will come into the classroom and will be greeted by a unit syllabus on their desks. The desks will be arranged in groups of 4, and each seasonal group's name will be posted on a different cluster of desks. Laptops will be set up (unless students carry laptops). The teacher will inform them as they walk through the door to find the table they belong to. The agenda will be on the black board in front of them and it will read as follows; syllabus, questions, video, group work, review session, Wiki posts". They will be given some time to read the syllabus and ask any clarifying questions. The instructor will then give a brief introduction to the Holocaust and share a real world connection to other instances of genocide and current events (Cambodia, Rwanda, Sudan, Darfur) The teacher will then dim the lights and ask the students to think about some questions before beginning the short film (see Extensions). After the film students will be given a chance to share the word they felt best fit the film.
 * (15 Minutes) Where, Hook, Evaluate, Tailor: Visual, Musical, Linguistic, Intrapersonal**

In groups and with laptops on, students will be asked to open Inspiration. The instructor will show students the basics of Inspiration. Each student will then be given a hard copy of a blank time line, and each group will receive a hard copy list of four events (groups will be given more than 4 events depending on the size and level of the class). Students will then be informed of the four group roles and will decide amongst themselves who will have which role. After assigning roles students will be given instructions as follows: students will be told to pick one event from their group list, making sure everybody has a different event. Students will then be instructed to log onto the class Wiki and go to the Links page where they will find the resources for the time line, and they will also be shown where the Holocaust references books are incase they are needed. They will then be told to use those links to find the date of their event and what it was. Students will then be told that after they pick their event and research it, they must write between 2 sentences and a paragraph summarizing the event. They will then be told to share their findings with the other members of their group so that the Fact Checker can double check the dates of the events and put them into chronological order. Next the Recorder will input the information onto the Inspiration program. If students find themselves finished before time is up, they should continue to re-check all their work. After these careful instructions, students will be told to begin working. They will be given 20 minutes to work. Individual questions will be answered by the instructor during work time.
 * (40 Minutes) Equip, Explore, Rethink, Revise, Refine, Tailor: Interpersonal, Intrapersonal, Logical**

After students have finished the instructor will begin a review session. The projector screen will show a blank template that the instructor will fill out while reviewing. The instructor will have each student from each group share what and when there event was, this will go group by group. As each student delivers their information, the instructor will be filling out the timeline on the projector. Meanwhile, other students will be recording dates and events as each are presented. The instructor will share additional information about each event if he or she feels the need. After each student has shared their event, the instructor will show the class how to save their Inspiration file and upload them to the class Wiki. After all sections of the time line are posted, the instructor will ask by a show of fingers, how many events each student had prior knowledge of. Then the teacher will then give a brief lecture on how many small events involving stereotyping and abuse can escalate into genocide faster than one may think. Students will then be given time to ask any questions they may have. **(30 Minutes) Why, Explore, Experience, Rethink, Revise, Refine, Evaluate, Tailor: Interpersonal, Intrapersonal, Visual**

Students will be told to check their Wiki post for feedback and to make any revisions based on that feedback by the next time the class meets because the instructor will be give points for participation if posts are accurate and complete. The instructor will then tell the class a little about the documentary they will be making and that they have the whole unit to research the event they each looked up during class.
 * (5 Minutes) Rethink, Revise, Refine, Evaluate**