Lesson Plan
3
Kathleen Hall
Title of Lesson: Who Were The Leaders During WWII?
Subject - World History grade 10
Length of lesson: two
class periods
Objective:
To describe the leaders in England, USSR, Germany, Italy, American and
Japan during WWII
10.8 Students analyze the causes
and consequences of World War II.
Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt,
Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower
Materials: textbook Modern World History, McDougal
Littell
Pg numbers
: 434, 441,444,447, 449, 450, 458
Introduction: Today you are going to learn about the
political and military leaders during WWII. By the end of the lesson you will understand each of theses
leaders political ideology (system of government) and how they lead their country during WWII.
I am going to put you into groups and you
are going to do an activity called Inter-Act Discussion Activity. Please copy the graphic organizer off
of the board. Because you will organize you summaries in the following manner:
| Churchill What did he do? |
Roosevelt What did he do
| Hitler What did he do?
| Stalin What did he do?
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Ÿ Now that you
are in your groups I am going to explain the activity to you. As you can see the pages are on the board.
Ÿ First
I would like you to choose three people, one will be the leader and one will be the recorder, and one of
you will challenge one another to expand on your answers
Ÿ Once you have finished reading a selection
one of you will summarize the information and then discuss it. Ask yourselves if you need to expand on
your summary.
Ÿ After you have completed your summaries I am going to distribute
some questions for you to answer. You will decide independently if you agree or disagree. Then
you will predict the responses of your group members
| Questions | Name of
student | | |
| Roosevelt should have entered the war before Pearl Harbor was bombed | Agree Disagree | Agree Disagree
| Agree Disagree |
| It was Churchill’s leadership that saved Britain from a land invasion of Germany
| Agree Disagree | Agree
Disagree |
Agree Disagree |
| Hitler and Stalin are two leaders that can be trusted | Agree
Disagree | Agree Disagree | Agree Disagree
|
| Japan didn’t stand a chance against the United States military | Agree
Disagree |
Agree Disagree | Agree Disagree |
I will facilitate a class
discussion once the group has completed the activity.
Why do you believe that Hitler and Stalin could not be trusted? What evidence do
we have to support that belief?
Do you believe that America should always interfere with other countries conflicts?
Students will be given a KWL worksheet which they will
write on they will answer
State: What I know, What I want to know, What I learned
Closure
Now you have an understanding of who the key people
were during WWII
You understand how geography played a role in keeping the USA out of the war until we were attacked, and you see how
England being an Island was able to defend herself against Germany.
Follow-up
The next few days we will be studying the Holocaust.
You will learn about Nazi Germany and how Hitler ordered the mass extermination of millions of people.
Reflection:
Did interact discussion
keep students on track? Were students engaged and was everyone participating?
Is this a good tool for comprehension?
Lesson 4
Kathleen Hall
Grade level 10
Three class periods
Title: Holocaust
Materials: textbook, internet, video clip from Shindler’s list, pictures of the holocaust
Objective:
To understand Hitler’s beliefs about racial purity and how they
led to the extermination of millions of people
10.8 Students analyze the causes and consequences of World War II.
Analyze the Nazi policy of pursuing racial purity,
especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder
of six million Jewish civilians.
Discuss the human costs of the war, with particular attention to the civilian and military losses
in Russia, Germany, Britain, the United States, China, and Japan.
Introduction
During WWII
millions of people were the victims of a genocide, for those of you that do not know what genocide means - let’s
look it up in the dictionary. Yes, that is correct a genocide is the intentional extermination of an ethnic
group, or a minority group. It is also known as ethnic cleansing. And continues today
in Africa and the Middle East. Nazi Germany exterminated 6 million Jews and 5 million civilans who did
not fit into Hitler’s definition the master race. Over the next 3 days you will
be learning about the Holocaust. You will read from the text, you will research on the internet and we
will see a video clip from Shindler’s list.
Your culminating task will be a written response to a
series of questions based on what you have learned and your thoughts about it. I would like you to go to
the internet and find survivors of the Holocaust.
Recap:
What do you think master race means?
How did Hitler convince the Germans the Aryan race was superior?
Do we experience racism
in our day to day lives?
Instruction: In pairs today I would like you to read
and take two column notes on pages 451 - 454. On the left hand side of the column I want
you to put down the key concept in bold ,for instance Kristallnacht, then on the right side you will explain what that means.
Your goal for this reading is to demonstrate the systematic approach Hitler took to get to the final
solution.
Activities
Reading in pairs
Two column note taking
The next day continuation
of this lesson: Same title/ same objective
Recap:
How did Hitler spread his racist beliefs?
Who did Hitler blame for
Germany’s economic problems?
How did Hitler Isolate the Jews?
Instruction: If you have not finished
your notes please do so now. (20 minutes)
Activities
Ÿ In groups of four I want you to share the information you
have found on the internet regarding Holocaust survivors. Discuss with one another the survivors experience,
the impact the holocaust had on their life, and their perspective today.
Ÿ Each group is responsible for
reporting back to the class one experience.
The next day
20 minute segment of Shindlers list
Stopping at point
to discuss what we are watching
Now I would like to write a reflection about what you have just seen.
What are your thoughts, and feelings. This is not a graded activity. If you want
to share it with the class you can. I will collect it, however, I will not grade it.
Homework - study your notes tonight and ensure they
are complete. You must be prepared to respond to questions tomorrow.
The next day: continuation
and culminating task
Instruction: As I stated on Monday today you will respond to the questions I have on the board for you. Please
take out a piece of paper. You do not have to copy the questions, however you must ensure you answer the
questions in complete sentences
Critical thinking questions/prompts
1. What were the steps taken
by Hitler to get to the final solution?
2 What
did Hitler mean by the “Jewish Problem”?
3.
Describe the conditions in the Ghettos, both in the reading and what you saw in Shindler’s list.
4. Do you think there were other people like Shindler
who wanted to help save the lives of those destined for concentration camps?
5. How do you think the SS justified their treatment of the Jews in concentration camps?
6. Why do you think so many people agreed to kill/exterminate people?
7. How do you think people survived?
Rubric
| Criteria | 4 | 3 | 2 |
1 |
| All content correct /accurate |
All
information correct |
Most information correct | Below satisfactory |
No
effort put into the assignment
|
|
Interpretations
are consistent with the reality
| Accurate interpretation
and factual information |
Most information accurate | Below satisfactory incomplete |
No
effort |
| Clear understanding of
the survivor experience |
Clearly participated in the activity and able to
write about it |
Good examples and obvious participation | Little or nothing | No demonstration of participation in activity
|
Closure:
Now you have a clear understanding of the holocaust. We
will be studying modern day genocide. And it is important for all of us to be aware so that we are always
part of the solution not the problem.
Follow-up
We will be examining the role of the United States in ending WWII by dropping a bomb on Nagasaki and Hiroshima.
We will discuss if the killing of thousands of civilians can be justified.
Reflection:
How was the pace? Were students engaged? What can I do differently
next time?
