blitzkrieg_lesson_plan.docx | |
File Size: | 92 kb |
File Type: | docx |
Goals & objectives
Ca content standards
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 decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
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 decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
common core literacy standars
Reading
CCSS.ELA.Literacy.RI.9-10.1 Cite Strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA.Lteracy.RI.9-10.7 Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.
CCSS.ELA.Literacy.RI.9-10.1 Cite Strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA.Lteracy.RI.9-10.7 Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.
driving historical questions
lesson introduction |
|
I will place a map of eastern Europe during World War II. As a class we will analyze Germany’s location and list advantages and disadvantages it may have had in regards to its surrounding countries. The map is the same map from the student’s text books on page 442 so we will read the section about the Blitzkrieg attack.
I will present students a short lecture about the Blitzkrieg attack and students will take notes. The lecture will explain how Germany’s attack on Poland, ultimately led Europe into the Second World War.
I will present students a short lecture about the Blitzkrieg attack and students will take notes. The lecture will explain how Germany’s attack on Poland, ultimately led Europe into the Second World War.
content delivery
I will deliver a short lecture on the Blitzkrieg attacks. My lecture will mostly cover the information students get from their textbooks. I purposefully only lecturing on “surface” information, so that students quickly notice the difference between the primary sources and their textbooks. Many textbooks provide a simple explanation of historical events, and although they are not incorrect, they tend to omit details and different perspectives.
I will provide students with the instructions for their in class activity.
I will provide students with the instructions for their in class activity.
- Number students off 1-13 to form groups of three, with one group of 4 if everyone is present.
- Pass out the three primary sources and graphic organizer
- I will use an image from the student textbook to demonstrate what students should do with their sources. The image portray British soldiers aboard a ship during a mass evacuation at Dunkirk.
- From the image I can tell hundreds of men had to leave their families to go fight in a war. They were not in the best conditions because the ship seems overcrowded.
- I will compare it to the information stated by the textbook. The book states that thousands of men had to leave their homes. In my opinion, it takes away the humanity from the soldiers and doesn’t focus factor in their personal lives.
student engagement
Students will look at three different primary sources about Germany’s attack, a newspaper and an image and a personal account. Students will get into groups of three where they will discuss each primary source with their group. Students will be contextualizing, corroborating, and sourcing between all three primary sources. Students should ask themselves:
- Where does this source come from?
- When was it produced?
- What perspective or point of view is it expressing?
- How are each of these sources similar?
- How are they different?
Students will be instructed to annotate their notes by highlighting key ideas, marking words they may not know, questioning the sources, and finally each students will write their thoughts and opinions of each source.
We will come together as a class and discuss each question. Students will complete their graphic organizer writing down the similarities and differences from each primary source.
- Where does this source come from?
- When was it produced?
- What perspective or point of view is it expressing?
- How are each of these sources similar?
- How are they different?
Students will be instructed to annotate their notes by highlighting key ideas, marking words they may not know, questioning the sources, and finally each students will write their thoughts and opinions of each source.
We will come together as a class and discuss each question. Students will complete their graphic organizer writing down the similarities and differences from each primary source.
lesson closure
Students will create a poster demonstrating the significance of the Blitzkrieg attacks and World War II. Students will use their chrome books and create a slide where they will find their own primary source about the Blitzkrieg attack. Students are able to search online in a database and find images, newspaper articles, interviews, etc. Each slide should answer the questions:
- Where does this source come from?
- When was it produced?
- What perspective or point of view is it expressing?
Each student will share their slide with my email so that I can easily write in comments and grades. If students do not finish in class the assignment should be completed for homework.
- Where does this source come from?
- When was it produced?
- What perspective or point of view is it expressing?
Each student will share their slide with my email so that I can easily write in comments and grades. If students do not finish in class the assignment should be completed for homework.
assessments
Informal-Formative: A class discussion about the three primary sources will assess student gained knowledge of the source. This assessment will also test their critical thinking skills because students are encouraged to look at sources through a different perspective. Students are assessed by participating in the class discussion and providing distinct points of view.
Formal-Summative: The students created slide will serve as a summative assessment. Through the side I will be able to determine if students understood the ideas of sourcing, conceptualizing, and corroborating. I will be grading for content and the primary source students choose to analyze. More importantly, I will check to see if students were critical when analyzing their own source.
Formal-Summative: The students created slide will serve as a summative assessment. Through the side I will be able to determine if students understood the ideas of sourcing, conceptualizing, and corroborating. I will be grading for content and the primary source students choose to analyze. More importantly, I will check to see if students were critical when analyzing their own source.
accomodations
English Learners will receive the same resources as their group members, but I will add additional notes so EL students can better comprehend. For example, I will highlight and define key words from each source and include them in the margins.
I will also include written directions for students in their primary language for better understanding.
Students will have access to a translator when using their chrome books.
I will also include written directions for students in their primary language for better understanding.
Students will have access to a translator when using their chrome books.