Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name J ustin Bedell
Position Social Studies Teacher
School/District Bellows Free Academy, Saint Albans, Vermont
E-mail jbedell@bfasta.net
Phone 802-527-6533
Grade Level(s) 9 - 12
Content Area Global Studies
Time line Two weeks

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? )
Content Standards VT Standard 6.13aaa Cultural Unity and Disunity
NETS*S Standards: 1a & b: Creativity and Innovation

Overview (a short summary of the lesson or unit including assignment or expected or possible products)
This project constitutes a unit focusing on the Holocaust during World War II in Europe. Students will generate
projects focusing on a theme that portrays the Holocaust from a different perspective. The goal is that when
students present their projects, the class will be exposed to this historical event from the perspective of several
different groups of people involved.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? What questions can you ask students to help them focus on important aspects of the
topic? What background or prior knowledge will you expect students to bring to this topic and build on?)
1. Was the Holocaust a result of cultural unity or disunity in Europe? How do you know? What events in
Europe from1840 to Hitlers rise to power in 1933 support your response? How are they relevant?


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Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?)
1. Students will produce a project based on a specific theme comprised of specific criteria. They will use
their work to address the essential question listed above.
2. A progress/growth, standard-based, generalized rubric will be used for this project.

Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)
Digital Tools: 1) Google Docs for students to gather and cite research; 2) Flickr for students to gather images; 3)
Son of Citation Machine for proper citation of work; 4) Royalty Free Music to add to presentations; 5) Photo Story
for students to add narration if they choose; and 6) Microsoft Movie Maker, PowerPoint, and Publisher as options
for products.
I will provide practice sessions for students to familiarize themselves with the technology prior to doing this task.
Students will have choice in terms of which web tools they use for their project.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How
can you find out if students have this foundation? What difficulties might students have?)
The class will have investigated the events in Europe leading up to WWI and WWII along with the theme of racial
nationalism (beginning in 1840 with Otto Van Bismark and the birth of Racial Nationalism and Anti-Semitism),
which was at the forefront of national tension at the time and all contributed to the outbreak of the Holocaust and
the Nazi offensive in Europe at the outbreak of WWII.

Management (How and where will your students work? Classroom, lab, groups, etc?
Students will spend all of their time working in a computer lab on this project. Students will be given the option of
working individually or with one other partner. Once students pick their theme, they will spend approximately one
week researching and gathering information. They will spend the second week compiling their research into self-
chosen and designed products, making revisions, conferencing, and then presenting their work.

Instruction and Activities (What instructional strategies will you use with this lesson? How will your
learning environment support these activities? What is your role? What are the students' roles in the
lesson? How can the technology support your teaching? What engaged and worthwhile learning activities
and tasks will your students complete? How will they build knowledge and skills? Will students be
expected to collaborate with each other and others? How will you facilitate the collaboration?)
1. Pre-Learning: Students will learn of the events leading Europe into WWI, WWI, and the Holocaust. This
will occur through direct instruction. I will present information using Smart Board technology in the
classroom, including formative assessment opportunities to guide instruction and learning.
2. During the project, students will become more self-directed within the criteria and expectations of the
project. I will take the role of a guide/facilitator to assist students as theyr progress through the project.
Anecdotal Observation and informal assessment with individual students will be used to measure and
guide their performance.
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Differentiation (How will you differentiate content and process to accommodate various learning styles
and abilities? How will you help students learn independently and with others? How will you provide
extensions and opportunities for enrichment? What assistive technologies will you need to provide?)
1. I will differentiate the project for students based off of Howard Gardners Learning Intelligences
Theory. Performance tasks will therefore differ and students will have choice in terms of the
product they create.
2. The project will also be differentiated by theme. Students will be presented with forced choice in
terms of having to choose from four themes presented to them through this project. Students will
have the option of free choice where they can piece together aspects of the four prescribed
themes, provided they present how their free choice will still be based off of the two standards
for this project.

Closure and Reflection (Will there be a closing event? Will students be asked to reflect upon their work?
Will students be asked to provide feedback on the assignment itself? What will be your process for
answering the following questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)
Closure:
1. Students will present their projects to the class. As each group presents, their peers and I will score them
on the generalized growth rubric. The group that presented will be handed the scored rubrics by their
peers and me, then turned in to me for final grading.
2. Students will then respond to the essential question presented to them at the beginning of the unit. They
will use their work, as well as the work of others if they choose, combined with the pre-learning portion of
this unit, to respond to the essential question.
3. At the end, the class will share aloud reflections on the unit and project using the five questions listed
above this box.

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Lesson Plan for Implementing
NETSSTemplate I
(More Directed Learning Activities)
Template without guiding questions
Teacher(s)
Name
Position
School/District
E-mail
Phone
Grade Level(s)
Content Area
Time line

Standards
Content Standards:
NETS*S Standards:

Overview

Essential Questions

Assessment


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Resources

Instructional Plan
Preparation

Management

Instruction and Activities

Differentiation

Closure and Reflection