Goals & Objectives
-STUDENTS WILL UNDERSTAND NAZISM AND THE HOLOCAUST.
-STUDENTS CAN ANALYZE HOW HITLER’S TOTALITARIAN GOVERNMENT CAME TO POWER, TURNED TOWARDS EXPANSION, AND HIS EVENTUAL DEMISE.
-STUDENTS WILL RECOGNIZE THE POLITICAL FIGURES INVOLVED.
-STUDENTS CAN LIST AND ANALYZE THE MAJOR POLITICAL FIGURES OF WWII
-STUDENTS CAN ANALYZE HOW HITLER’S TOTALITARIAN GOVERNMENT CAME TO POWER, TURNED TOWARDS EXPANSION, AND HIS EVENTUAL DEMISE.
-STUDENTS WILL RECOGNIZE THE POLITICAL FIGURES INVOLVED.
-STUDENTS CAN LIST AND ANALYZE THE MAJOR POLITICAL FIGURES OF WWII
California State Content Standards
10.7.3 Analyze the rise, aggression, and human costs of totalitarian regimes in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
10.8.3 Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decision, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
10.8.4 Describe the political, diplomatic, and military leaders during the war
10.8.3 Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decision, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
10.8.4 Describe the political, diplomatic, and military leaders during the war
Common Core Literacy Standards
CCSS.Literacy-ELA.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact or develop over the course of the text.
CCSS.Literacy-ELA.RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.Literacy-ELA.RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Lesson Introduction
Students will watch a short video clip from the cartoon Robot Chicken called “Lil’ Hitler.” The 40 second video is funny and speaks towards Nazi aggression, US policies of nonintervention, and finally Pearl Harbor. Once settled down, students will be asked to answer the question: “In what circumstances is war justified?” Class will have a few minutes to respond individually in their journals before teacher selects students to share their opinions.
Vocabulary
-Adolf Hitler
-nationalism
-totalitarian
-propaganda
-Nonaggression pact
-invasion
-Winston Churchill
-blitzkrieg
-Charles de Gaull
-U-boat
-nationalism
-totalitarian
-propaganda
-Nonaggression pact
-invasion
-Winston Churchill
-blitzkrieg
-Charles de Gaull
-U-boat
Content Delivery
Students will be presented with a PowerPoint that highlights the powers involved in WWII. With an emphasis on leaders, Nazism, and eventually the Holocaust, this lesson also weaves in vocabulary on each slide. Power imagery help to bring the content to life as well.
hitlers_lightning_war.pptx.crdownload | |
File Size: | 583 kb |
File Type: | crdownload |
Student Engagement
The guided notes are to be passed out for students to fill out as they follow along with the presentation. With directed questions that are easy to follow along, students are also shown further images that connect the content to visual stimuli. These notes will serve as a means of monitoring progress and an aid for studying.
The guided notes are to be passed out for students to fill out as they follow along with the presentation. With directed questions that are easy to follow along, students are also shown further images that connect the content to visual stimuli. These notes will serve as a means of monitoring progress and an aid for studying.
guidednotes.docx | |
File Size: | 381 kb |
File Type: | docx |
Lesson Closure
Students will write an exit slip responding to the questions: “Why were most German people willing to support the Nazi party in the beginning? At what point did German nationalism become a dangerous thing?” Students will turn their slip in as they exit for participation points.
Assessments
Formative: Teacher listens to students responses for the questions posed throughout the day, students answers will telling of information absorption. Furthermore, progress monitoring of vocabulary words will be done throughout the lecture to reinforce new, important terms.
Summative: By the end of the lecture, with the aid of the guided notes and progress monitoring questions, students will be able to: analyze how Hitler’s totalitarian government came to power, turned towards expansion, and his eventual demise; and list and analyze the major political figures of WWII.
Summative: By the end of the lecture, with the aid of the guided notes and progress monitoring questions, students will be able to: analyze how Hitler’s totalitarian government came to power, turned towards expansion, and his eventual demise; and list and analyze the major political figures of WWII.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Guided notes - For each section, pictures help students understand the issues being discussed. Also, in an organized format, structure will help EL, SR, and SSN.
Visual aids - Power point and guided notes have plenty of pictures as well as highlighted, important information. These tools increase understanding where literacy is a struggle.
Intentional calling on certain students to answer questions - All students (including EL, SR, and SSN) are expected to speak, listen, read, and write in English in my class everyday. Those who avoid speaking will be encouraged to do so with specific questions aimed at being good practice and confidence boosting.
Exit slips - helps teacher better allocate future class time; both individualized and whole-class instructional time can be adjusted to make sure every student is learning the material before the summative exam.
Visual aids - Power point and guided notes have plenty of pictures as well as highlighted, important information. These tools increase understanding where literacy is a struggle.
Intentional calling on certain students to answer questions - All students (including EL, SR, and SSN) are expected to speak, listen, read, and write in English in my class everyday. Those who avoid speaking will be encouraged to do so with specific questions aimed at being good practice and confidence boosting.
Exit slips - helps teacher better allocate future class time; both individualized and whole-class instructional time can be adjusted to make sure every student is learning the material before the summative exam.
Resources
YouTube (lil’ Hitler), Powerpoint, Projector, Textbook, Guided notes handout