SUBJECT: World History
GRADE: High School
TECHNOLOGY: Video
BY: Brian Swets, Christoph Fehrenbach
Target Grade/Subject
We
are creating a Social Studies Lesson plan for 21 ninth graders (14-15 year olds). The class is a World History Survey course.
We will be focusing on the chapter about World War II. These
students are not necessarily interested in History; this is a course they must
all take so it is our job to relate to them, in an interesting manner, the
material. Multi-media would be
well suited for this situation.
The kids are too young to sit through entire hour-and-a-half lectures. Using the cultural tools (45 Woolfolk) of a video or field trip and asking
the students to reflect on the information would break the possibility of hyperactivity
or ADHD (137 Woolfolk). We are attempting to match our
strategies to the kids abilities (39 Woolfolk). World War II itself is important for the children to learn
because of the implications it has had in our global world today, and they can
also be knowledgeable of such current events of genocide, etc. as in the former
Yugoslavia and elsewhere.
Objective(s)
SOL (9.10)
-Causes
and effects of World War II
-The
Nazi holocaust and other examples of genocide
-Economic
and military power shifts since 1945, including the rise of Germany and Japan
as economic powers
http://www.pen.k12.va.us/VDOE/Instruction/wmstds/hist9.shtml
The
students will be able to answer, in essay form, one of these four questions ...
-What
are the causes and effects of World War II?
-Describe
the experiences of Jews taken from a Polish ghetto using examples from the
Holocaust museum and/or the movie Schindler's List.
-Discuss a monument
or exhibit seen on the field trip and its significance to World War II.
-Take up a character from Schindler's List or Life
is Beautiful and discuss the effect the war had on their lives concerning
topics such as, but not necessarily: family, business, lifestyle, or faith.
The students will be given the questions at the beginning of the unit.
By doing this we will give them time to choose their topic, reflect on it, prepare for the test.
The day before the test, in order to prepare, the students will receive the rubric (given) that will be used to grade their essays.
-Videos
-Field
Trip
--Schindler's
List -Holocaust
Museum
--Life
is Beautiful -Exhibits,
Monuments
One
day will be given to watching and
discussing Schindler's List,
characters, situations, etc.
Another day will be given to the Holocaust Museum alone, and any other
monuments, exhibits that we are able to see and discuss. Another day will be given
to watching and discussing Life is Beautiful, characters, situations,
etc. Students will take part in
discussion, at least one contribution/question (this will help
them reflect)
Day
One: (Monday)
-Students
will receive the four questions and be given instructions as discussed above in
Objectives.
-Students
will then watch Schindler's
List, being aware of discussion and participation criteria.
Day
Two: (Tuesday)
-Students
will engage in discussion of
people, characters, causes and effects, that are exhibited in Schindler's
List.
Day
Three: (Wednesday)
-Field Trip
to Holocaust Museum and any other exhibits/museums.
Day
Four: (Thursday)
-Students
will discuss experience of Holocaust, cause and effects, etc.
Day
Five: (Friday)
-Students
will watch and discuss Life is Beautiful. Afterwards, the students will receive the rubric to prepare over the weekend for the
essay test.
The students will be made to
answer, in essay form, one of
these four questions ...
-What
are the causes and effects of World War II?
-Describe
the experiences of Jews taken from a Polish ghetto using examples from the
Holocaust museum and/or the movie Schindler's List.
-Discuss a monument
or exhibit seen on the field trip and its significance to World War II.
-Take up a character from Schindler's List or Life
is Beautiful and discuss the effect the war had on their lives concerning
topics such as, but not necessarily: family, business, lifestyle, or faith.
Rubric
Rubric
(10) Introduction __
(3) __ Motivating & Interesting
...
(3) __ Introduction of
Argument/Problem ...
(4) __ Thesis ...
(18) Body __
(4) __ Use of
Field Trips/Movies ...
(4) __ Use of Discussions ...
(4) __ Use of Class Lectures ...
(6) __ Argument of Thesis ...
(10) Conclusion __
(4) __
Motivating & Interesting ...
(4) __ Re-iteration of
Argument/Problem
(6) __ Final Defense of Thesis
(7) Grammar __
(1) __ Spelling
(1) __ Capitalization
(1) __ Punctuation
(1) __ Sentence Structure
(1) __ Tense Agreement
(1) __ Organization
(1) __ Vocabulary (use of words
specific to unit)
(5) Miscellaneous __
__
Name
__
Date
__
Title
If you have any questions
regarding the distribution of points feel free to come to me. The rubric may be altered for different
students according to different strengths and weaknesses at the discretion of
the instructor.