Lesson+Plan

Grade: 11th
Students:
 * Demographics: 10 Caucasian, 7 African American, 4 Asian, 4 Hispanic
 * Learning Styles: 75% Visual, 25 % Tactile
 * Background: The students are about to go on Christmas break so this lesson is being taught in the last week before break. This lesson is a great way to ease into break while learning about a major event in US history. The students have already learned about World War 1 previously and are familiar with the formation of the United States.

__Sunshine State Standards__ 1. Standard: SS.912.A.6.1 Benchmark: Examine causes, course, and consequences of World War II on the United States and the world. 2. Standard: SS.912.A.6.2 Benchmark: Describe the United States response in the early years of World War II (Neutrality Acts, Cash and Carry, Lend Lease Act). 3. Standard: SS.912.A.6.3 Benchmark: Analyze the impact of the Holocaust during World War II on Jews as well as other groups.  __Nets-T__ 1. __Design and Develop Digital-Age Learning Experiences and Assessments__ Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources. d. Provide students with multiple and varied formative and assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

__Nets-S__ 2. __Creativity and Innovation__ Students demonstrate creative thinking, construct knowledge, and develp innovative products and processes using technology. A) Apply existing knowledge to generate new ideas, products, or processes. B) Create original works as a means of personal or group expression.

__STATE OBJECTIVES__

 * Placed in groups of 3, students will collaborate to compose a diary of a Jewish child in a concentration camp based on historical events with 90% accuracy.
 * Given documents and information about the United States actions during the early years of WWII, students will be able to determine and discuss why the U.S. conducted themselves in this manner with 100% accuracy.
 * Given a timeline of World War II, students will be able to identify key events and dates that led to the start and finish of the war with 100% accuracy.

__SELECTED MEDIA AND MATERIALS__

 * World War II [|Timeline]
 * Video on [|Concentration Camps], YouTube
 * Video on [|Anne Frank]
 * Blogger.com: Students will publish their diary on Blogger.com
 * [|Handouts]on World War II
 * PowerPoint on WWII

__UTILIZE MEDIA AND MATERIALS__

 * Print out Timeline and ensure that it is efficient and covers the material needed.
 * Print out Handout(s) and ensure that it is efficient and covers the material needed.
 * Check video on Concentration camps and make sure it is cued, appropriate, and in working order.
 * Check video on Anne Frank and make sure it is cued, appropriate, and in working order.
 * Check PowerPoint for working order and accuracy.
 * Make sure that Blogger.com is up to date and running so that the students can create their accounts.

__REQUIRE LEARNER PARTICIPATION & UTILIZE MEDIA AND MATERIALS__
__DAY 1:__ __ DAY 2: __
 * Pass out Timeline and Handout(s) to all students present in class. Encourage them to look over them briefly before we go over them.
 * Split the classroom up into two large groups and label them "Axis and Allies." Create a large divide between the two sides and designate that area "no man's land" or the "trenches."
 * Begin PowerPoint on WWII and select students to read each slide out loud to keep them engaged.
 * Have students fill in the corresponding answers on the worksheets as the PowerPoint goes on.
 * Once the students have completed their worksheets and timeline, they must turn them in in exchange for two pieces of blank paper. The students must then crumble up the paper into little balls and participate in "trench warfare" with the other side of the classroom.
 * Separate the students into groups of 3
 * Show the videos on Anne Frank and the Concentration camps in order to give the students ideas and perspective on what life was like during this time.
 * Inform the groups that they will be writing a diary from the perspective of a Jewish child in a Nazi concentration camp. Encourage them to make up a unique story while at the same time incorporating accurate historical facts and events.
 * Once they have perfected their diary they will then create a Blogger.com account for the entire group and post their diary under the fictional name of their group's Jewish child.
 * Encourage the groups to share their diaries and Blogger.com accounts with the class so that other groups may look at their work. Students must then write a review of one other group's diary.

__EVALUATION__
Worksheets are incomplete, Was not engaged during any of the classroom activities. || Fair Filled in all of the answers on the worksheets, Was not participating during the PowerPoint and/or "trench warfare" activity. || Good Appropriately filled in all of the corresponding answers on the worksheet, was present and active during the PowerPoint, participated in "trench warfare" activity. || No information from videos present, no clear story, no evidence of historical facts, Not posted to Blogger.com.
 * **World War II** ||
 * || **Poor**
 * 1 pts** || **Fair**
 * 5 pts** || **Good**
 * 10 pts** ||
 * **WWII Timeline/Handout** || Poor
 * **Holocaust Diary** || Poor

No review completed. || Fair Diary has some information from the videos watched, story is not in first person point of view, less than two historical events and/or dates, Not posted to Blogger.com under their child's name.

Completed an unsatisfactory review of another group || Good Diary shows collective information from both of the videos watched, tells a unique story from a first person point of view, has at least two historical events and/or dates, posted to Blogger.com under their child's name.

Completed a review of at least one other group's diary. ||

====Students who do not complete the required assignments will be given extra work in an effort to make sure that they grasp and apply the knowledge presented to them. They will be required to complete them on their own time outside of the classroom. This will esnure that students pay attention and complete the assignments the first time.====

====Throughout both days it would be beneficial to make notes and observe which activities work the best and engage students in learning. This allows you to track which students respond well to different types of lessons.====