Joe Buffa
CEP 800 – Lesson Plan
3/17/13
Note: The principal at the school I teach for requires that
I use the table format below for all of my lesson plans. In addition, the
principal has been pushing for teachers to use more and more of the
lessons/materials found in the Michigan Citizenship Collaborative Curriculum.
Finally, my school operates on trimesters/block scheduling so my classes last
just under 2 hours each meeting.
- Content:
· I included the next two lessons coming up for my US HST
course because the Holocaust lesson helps set students up for the Atomic bomb
lesson. By exposing students to opposing ideas about the Holocaust and Atomic
bombs that challenge students' previous assumptions about both topics, it helps
them consider WWII in a different way. Students tend to see both topics in black
and white/right and wrong. The challenge is to show them additional aspects of
human nature for the Holocaust and opposing theories on why the U.S. dropped
the atomic bombs on Japan. The additional goal is for these lessons to also
help them become more open minded to what side they might choose for their
persuasive essays regarding the atomic bombs (see topics and lesson focus
questions for both days).
- Pedagogy:
· Strategies:
o
I have learners in my classroom who
are not fast/strong readers. Therefore, I allowed students to read and discuss
the articles on the Holocaust and Atomic Bombs in small groups.
o
Brief lecture.
o
Marzano Vocab strategy – create own
definition and a visual (share using document camera).
o
Video clips.
o
Short writing prompt allowing for
student refection.
o
Sum-It-Up & In-Text/In-My-Head
note taking strategies.
o
Persuasive essay.
· Theories of learning informing my strategies:
o
Marzano (different teaching
techniques being used in one class… change things up. Audio/imagery from video
clips & imagery/information with the Powerpoint)
o
Social Constructivist (allowing for
small group work & group discussion)
o
Behaviorism (providing immediate
feedback after discussion & writing prompt)
o
Embodiment Model (allowing
opportunities for more active learning)
- Content & Pedagogy:
· Using these strategies (especially the idea of allowing
students to tackle multiple, challenging reads in small groups) allows me time
to cover more content in class than I otherwise would be able to.
· I chose these strategies over others because I believe they
allow me to explore the Holocaust and atomic bombs (two powerful topics) from
different angels and allows students to explore them without me simply telling
them what to know.
· Time was the biggest constraint that I had to figure into
these lessons. Since my school operates on trimesters, the US HST course will
be done in about three more weeks (we will meet about 6 more times before the
final exam).
- Technology: What technology will you be using and why? Is the use of this technology absolutely necessary to achieve your objective? That is, would be impossible to teach the lesson without it? Remember that content specific technology (e.g., probes, graphing calculators, Geometer’s Sketchpad, United Streaming videos) are used to teach a content-specific concepts, whereas content-general technologies (e.g., Flash animation, Web 2.0 technologies) may facilitate deeper understanding by allowing students to manipulate information, explore a “network of ideas,” and investigate multiple representations of material.
· Technology being used:
o
Blackboard (learning management
system)
o
Video clips (posted on Blackboard)
o
Computers – word processor (for
persuasive essays)
o
Powerpoint (on Holocaust)
o
Document camera
· Are these technologies necessary?
o
I believe these are necessary to
help me reach my goals for each lesson in a timely fashion.
o
Blackboard allows me to post
everything we do in class online for students to review or look ahead (I
actually already have some students working on drafts for the Atomic Bomb
essays even though they will not be assigned until Wednesday).
o
The video clips help give further
insight into each topic (Holocaust and Atomic bombs) for the students that help
them consider each one more in depth.
o
Allowing students to create their
essay using a computer/word processor allows students to create a better essay
(ex. organization, spell check, etc.)
· Would it be impossible to teach without these technologies?
o
It would not be impossible to teach
these lessons without the use of technology, but it would not be nearly as impactful
and thorough. It would ultimately just be a cut and dry lecture and some
readings. Students would not get the
audio/imagery from the video clips, the information paired with images from the
Powerpoint, and they would have to create their essay by hand which more than
likely would not be as in depth.
- Technology & Pedagogy:
· The technology used fits with my goals for the lessons. Students
are able to explore content related to the Holocaust and Atomic bombs more in
depth (see “theories of learning informing my strategies” section).
- Technology & Content: How does your choice of technology help you teach the "big ideas" and address the essential questions underlying the concept your lesson addresses?
· The technologies I am choosing to use again help me guide
students to the learning focus questions in a more timely manner. They also
help me give students a more complete picture through the video clips and
Powerpoint.
- Assessment:
· See lesson plans.
Class:
US HST
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Date:
Week 27 – 3/18/13 (M)
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Topic(s):
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Lesson
Focus Questions:
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Key
Concepts/Questions/Vocabulary:
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Materials:
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Activities:
·
How does this topic relate to the Holocaust?
·
Which events or features that comprise their topic are the
most important ones?
·
What does it illustrate about human potential for good or
evil?
·
What other questions do you have about the topic?
What lessons can we learn from it today?
o
Allow about 15 minutes for students to discuss the
questions, then explain to the class that they are to prepare a 3-minute news
report for the class. The reports should focus on the 5 W’s of
reporting: who, what, when, where, and
why.
o
Allow students about 20 minutes to prepare their news
reports.
Prior
to students presenting their news reports to the class, distribute copies of
the “Holocaust Chart” located in the Supplemental
Materials (Unit 6) to each student.
Then have each group present.
Those students not presenting should fill in the sections of their
charts which correspond to the topic under consideration. After all groups have reported, conduct a
class discussion which explores the following questions (write student
answers on document camera):
·
Why didn’t the international community respond more
quickly and effectively to the Holocaust?
·
What can humanity do now to prevent another such outbreak
of barbarism?
·
When is it legitimate for one nation to interfere in the
internal affairs of another nation?
·
If it is legitimate for a nation to interfere in the
domestic affairs of another nation, how is that best accomplished? (30 min)
· Next, show students
the Milgram Shock Experiment (5 min) & Stanford Prison experiment (5 min)
Writing
prompt: According to Milgram & Zimbardo, under what conditions might
normal well-adjusted citizens be capable of committing harm towards others?
How do these experiments help us better understand events like the Holocaust?
Where do we see aspects of what occurred during the Holocaust in U.S. HST? (6
pt assignment)
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Assessment(s)/Assignment(s):
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Homework:
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Standards:
USHG 7.2.4: Responses
to Genocide –
Investigate development and enactment of Hitler’s “final solution” policy,
and the responses to genocide by the Allies, the U.S. government,
international organizations, and individuals (e.g., liberation of
concentration camps, Nuremberg war crimes tribunals, establishment of state
of Israel).
Common
Core (9 – 10): Reading Standards for Literacy in History/Social Studies 6–12
-- Determine the
central ideas or information of a primary or secondary source; provide an
accurate
summary of how key events or ideas develop over the course of the text.
-- Cite specific
textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
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Class:
US HST
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Date:
Week 27 – 3/20/13 (W)
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Topic(s):
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Lesson
Focus Questions:
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Key
Concepts/Questions/Vocabulary:
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Materials:
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Activities:
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Assessment(s)/Assignment(s):
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Homework:
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Standards:
USHG
7.2.2: U.S.
and the Course of WWII –
Evaluate the role of the U.S. in fighting the war militarily, diplomatically,
and technologically across the world (e.g., Germany First strategy, Big Three
Alliance, and the development of atomic weapons).
USHG 7.2.4: Responses
to Genocide –
Investigate development and enactment of Hitler’s “final solution” policy,
and the responses to genocide by the Allies, the U.S. government,
international organizations, and individuals (e.g., liberation of concentration
camps, Nuremberg war crimes tribunals, establishment of state of Israel
USHG 8.1.1: Origins and Beginnings of Cold War – Analyze
the factors that contributed to the Cold War including:
· actions by both countries in the last years of and years following
World War II (e.g., the use of the atomic bomb, the Marshall Plan, the Truman
Doctrine, North Atlantic Treaty Organization (NATO)[1], and
Warsaw Pact).
Common
Core (9 – 10): Reading Standards for Literacy in History/Social Studies
-- Determine the central
ideas or information of a primary or secondary source; provide an
accurate
summary of how key events or ideas develop over the course of the text.
-- Cite specific
textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
Common Core (9-10) Writing Standards for History/Social Studies
-- CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused
on discipline-specific content.
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