KEERAN SCHOOL OF EDUCATION LESSON PLAN

ACTIONS
Goals, Objectives, & Essential Questions

Teacher: Vicky Madden ID: 180730

School: West Carter High School Date of 05/21/2010

Observation:
Subject U.S. History District: Carter County
area:
Ages of 16-17 Type of Traditional
students: classroom
Grade level: 11 # of IEP
# of 504
Total # of GSSP
number 20
of students: # of ELL
Title of Night: The Holocaust
Lesson
Plan:
Title of Unit: World War II

A. Broad Goal:

Students will be able to understand the Holocaust with proficiency.

B. Objectives:

1. Given the book Night, students will be able to describe the treatment
of Jews in concentration camps with proficiency.
2. Given various articles on the Internet, students will understand the
roles concentration camps with proficiency.
3. Given maps, students will understand the layout of Europe in
association with the concentration camps with proficiency.

A. Essential Questions:

1. How were the Jews treated in concentration camps?

2. What were the roles of concentration camps?
3. What countries consisted of ghettos and concentration camps?
Student Assessment:

Procedur Objectiv Type of Description of Depth of Adaptations

e e Assessme Assessment Knowledg and/or
Number Number nt e Accommodatio
ns
3 1, 2, 3 Summativ Webquest/Journal 1, 2 Extended Time
e to complete
WebQuest
5 1, 2, 3 Formative Class Discussion/ 1, 2
Anecdotal Notes
6 1, 2, 3 Summativ Webquest/Journal 1, 2 Extended Time
e to complete
WebQuest
8 1, 2, 3 Formative Class 1, 2
Discussion/Anecdo
tal Notes
9 1, 2, 3 Summativ Webquest/Journal 1, 2 Extended Time
e to complete
WebQuest
11 1, 2, 3 Formative Class 1, 2
Discussion/Anecdo
tal Notes
12 1, 2, 3 Summativ Webquest/Journal 1, 2 Extended Time
e to complete
WebQuest
14 1, 2, 3 Formative Class 1, 2
Discussion/Anecdo
tal Notes
15 1, 2, 3 Summativ Webquest/Journal 1, 2 Extended Time
e to complete
WebQuest

Connections

A. Primary Lesson Standards:

Kentucky Learner Goals & Academic Expectations:

2.16 Students observe, analyze, and interpret human behaviors, social groupings, and
institutions to better understand people and the relationships among individuals and
among groups.

2. 19 Students recognize and understand the relationship between people and geography
and apply their knowledge in real-life situations.
2.20Students understand, analyze, and interpret historical events, conditions, trends, and issues
to develop historical perspective.

Program of Studies:
SS-H-CS-U-3
Students will understand that interactions among individuals and groups assume various forms
(e.g., compromise, cooperation, conflict, competition) and are influenced by culture.

SS-H-CS-S-3
a) Students will explain or give examples of how communications between groups can be
influenced by cultural differences; explain the reasons why conflict and competition (e.g.,
violence, difference of opinion, stereotypes, prejudice, discrimination, genocide)
developed as cultures emerged in the modern world (1500 A.D. to present) and in the
United States (Reconstruction to present)
SS-H-G-U-1
Students will understand that patterns emerge as humans move, settle and interact on Earth’s
surface, and can be identified by examining the location of physical and human characteristics,
how they are arranged, and why they are in particular locations. Economic, political, cultural and
social processes interact to shape patterns of human populations, interdependence, cooperation
and conflict.

SS-H-G-S-1
Students will use a variety of geographic tools (e.g., maps, globes, charts, graphs, photographs,
models, data bases, satellite images):
a) analyze the distribution of physical and human features on Earth's surface
interpret patterns and develop rationales for the location and distribution of Earth's human
features (e.g., available transportation, location of resources and markets, individual
preference, centralization versus dispersion)

SS-H-HP-U-US1
Students will understand that U.S. History can be analyzed by examining significant eras (Reconstruction,
Industrialization, Progressive Movement, World War I, Great Depression and the New Deal, World War II,
Cold War, Contemporary United States) to develop chronological understanding and recognize cause-and-
effect relationships and multiple causation.

SS-H-HP-S-4
Students will research issues or interpret accounts of historical events in world history using primary and
secondary sources (e.g., biographies, films, periodicals, Internet resources, textbooks, artifacts):

Core Content for Assessment:

SS-HS-4.3.1
Students will describe the movement and settlement patterns of people in various places
and analyze the causes of that movement and settlement (e.g., push factors such as
famines or military conflicts; pull factors such as climate or economic opportunity) and
the impacts in the modern world (1500 A.D. to present) and United States (Reconstruction
to present).

A. National Standards:
B. Other Disciplinary Standards:

C. Statement Connecting the Standards to Your Objectives:

The above standards relate to my objectives….
Students will need to understand Holocaust was during World War II, under
Hitler and the Nazis

Context

1. Unit
a. Lesson 2 of 4
b. 225 minutes
2. Students
a. Students will need to know about the rise of the Nazis and persecution of Jews.
b.

Differentiation:
A. Accommodations:

Student Plan/Need Describe the type of plan for this student and the specific
needs that they need.
Identifier Accommodation Describe exactly how you are going to meet the needs of this
particular student.
Plan/Need

Accommodation
Plan/Need
Accommodation

Plan/Need
Accommodation
Plan/Need

Accommodation

Plan/Need
Accommodation

B. Individual Learning Styles:

Variations for: Description of Variation
Students will watch videos, view maps, and read through
Visual Learners
the web resources.

Students will listen to the video.

Auditory
Learners

Kinesthetic Students will use the interactive videos and maps, and
Learners answer questions in the journal.

C. Multiple Learning Levels:

Procedure Step Bloom’s Taxonomy Depth of Knowledge

3 Kn, Co, Ap 1, 2

Kn, Co, Ap 1, 2
5
6 Kn, Co, Ap 1, 2

8 Kn, Co, Ap 1, 2

9 Kn, Co, Ap 1, 2

11 Kn, Co, Ap 1, 2

12 Kn, Co, Ap 1, 2

14 Kn, Co, Ap 1, 2

15 Kn, Co, Ap 1, 2

Real-Life Connections:

The Holocaust was a tragedy that affected millions of people. It helped establish more
humane treatment of everyone.

Resources
computer, internet connection, Discovery Education videos, TeacherTube video

Technology
computer, internet, TeacherTube video, Discovery Education videos
Procedures (225 minutes total)

Part 1

1. (__2_ min.) Explain today’s activities and the use of the WebQuest. – Today we

will be starting a WebQuest on the Holocaust. We will be reading the book Night.

We will read through the webquest, view the resources and complete a journal

that goes along with it. There are 5 sections in the webquest, each for a different

day.

2. (_5__ min.) Demonstrate how the WebQuest will work. – You will read the

assigned chapters in the book and view the resources for each day. You will

answer the questions that follow along in the journal.

3. (_35_ min.) Students will begin Section 1. (The first assigned reading was

previously given to them to save time in class.) Anything not completed will be

done outside of class.

4. (_3 min.) Close everything down and straighten up the workplace. – Shut the

computers down and leave everything like you found it, if not better.

Part 2

5. (_7_ min.) Briefly discuss Section 1. – What do you think of the webquest so far?

Are there any questions?

6. (_35__ min.) Students will begin Section 2. Anything not completed will be done

outside of class.
 7. (_3 min.) Close everything down and straighten up the workplace. – Shut the

computers down and leave everything like you found it, if not better.

Part 3

8. (_7_ min.) Briefly discuss Section 2. – What do you think of the webquest so far?

Are there any questions?

9. (_35__ min.) Students will begin Section 3. Anything not completed will be done

outside of class.

10. (_3 min.) Close everything down and straighten up the workplace. – Shut the

computers down and leave everything like you found it, if not better.

Part 4

11. (_7_ min.) Briefly discuss Section 3. – What do you think of the webquest so far?

Are there any questions?

12. (_35__ min.) Students will begin Section 4. Anything not completed will be done

outside of class.

13. (_3 min.) Close everything down and straighten up the workplace. – Shut the

computers down and leave everything like you found it, if not better.

Part 5

14. (_7_ min.) Briefly discuss Section 4. – What do you think of the webquest so far?

Are there any questions?

 15. (_35__ min.) Students will begin Section 5. Anything not completed will be done

outside of class.

16. (_3 min.) Close everything down and straighten up the workplace. – Shut the

computers down and leave everything like you found it, if not better.

IMPACT – Prepared after the lesson is taught.

Reflection/Analysis of Teaching and Learning

REFINEMENT - Prepared after the lesson is taught.

Lesson Extension/Follow-up