Você está na página 1de 5

Lesson Plan: Monday, 11/30 90-minute period

This lesson plan will be the same for both the Monday/Wednesday section and the
Tuesday/Thursday section Tuesday, 11/31.

o What is power?
o How is power gained, used, and justified?
o Why do people fight?
o Is conflict inevitable? Desirable? Avoidable?
o What is worth fighting for?
o How are governments created, structured, maintained, and changed?
o What happens in the absence of government?
o How did totalitarian governments rise throughout the world?
o What is revolution?
o How did communist governments rise throughout the world?
o How did geography play a role in the Interwar Era?
o How did varying populations within geographic borders effect the Interwar Era?
o What are economic systems?
o What effect do economic systems have on society?
o How are economic resources distributed?
o Why did the world experience the Great Depression?
o How did the Great Depression change the world?
Gender Roles
o What is suffrage?
o How did womens gender roles change or remain the same in different countries?
o What caused them to either change or remain the same?
Primary/secondary sources
o How does reading fiction help to acquire factual information?
o How do I find information? - how and where do I locate sources?
o What resources are available?
o How do I know it is a good source?
o How will I give credit to my sources?
o How will I record the information I find?
o What tools can I use to organize my thoughts and information?

Students will be able to identify the political, economic, and social conditions that existed
within the Interwar Era.
Students will understand how these combined conditions caused WWII.
Students will be able to compare and contrast different types of political governments and
economic systems.
Students will be able to understand why and how womens roles changed in between the
World Wars.
Students will draw explicit connections between literature and history to understand deep
knowledge of wartime events on the home front and/or front lines during WWI.
Students will learn where to find reputable historical information.
Students will understand how to cite sources in MLA format for information and pictures.
Students will learn organization skills in recording research.


I will need: Stay Where You Are and Then Leave, my notebook with discussion questions, the
CD player and audio CDS of the book. I will also need the mini whiteboard, marker, and
eraser. For the second part of class, I will need nothing- the students will be doing research
independently or with their groups.
Students will need: pencil, book, notebook/loose-leaf, their essay tables, their planners, and
Chrome Books for the research. I will also provide the textbooks and encyclopedias for
students to use.


OPENER- 5 minutes
Students will be lined up outside of the classroom in 2 quiet lines.
I will tell students that today we are doing our reading groups for the first part of class
and the research projects for the second part of class.
My group will then line up and we shall walk to the printer room.

BODY OF THE LESSON- 80 minutes

Reading groups: 60 minutes
o Students will take a seat and get out a piece of paper, a pen or pencil, and their
copies of the book.
o I will announce we will do a Do Now at the end of class.
o I will not check for homework!!!- will check when we are doing research
o I shall ask the students to read the expectations aloud. - 2 minutes
o Next, I will transition to listening to the audio CD. I will pause in between scenes
to ask students for summaries/thinking discussion questions: 25-30 minutes


o We will get through all of Chapter 14.
o I will then ask for 3 students feelings about the book, their thoughts and
reflections. - 5 minutes
o I will then ask the students the below question- tell them to think about it as I
read students 3 facts about Shell Shock: - 3 minutes

By the end of WWI, the army had dealt with 80,000 cases of shell shock
The man appointed to investigate the condition was called Charles
Myers, a psychologist.
He determined that the physical symptoms the soldiers displayed, like
loss of hearing or sight, body tremors, loss of balance when standing,
headaches, and fatigue, were caused by psychological trauma
He advised that the soldiers be treated:
1. Quickly
2. In a far away, quiet specialist treatment locations in Britain with
large staffs
3. And with therapy
o Show video clip- 0:08- 01:03 shell shock in WWI, Dr. Alan Brown
Moving images of the men and how they were affected- unable to walk,
eyes wide open, unable to stand, holding hands to face
Medical and military establishment off guard
o No telling who would be affected or why
What treatment was done- hypnotized, electrocuted, rested, or shot- all
for the same illness
So many men were lost to it, revolution in military attitudes and new
field of medicine created
o These are the men who the dead have ravished multitudinous
murders they once witnessed
o Do Now: With these facts and the video in mind, do you think this book is a
trustworthy source for learning about what actually happened to soldiers
who suffered from shell shock during WWI? Why? 10 minutes
Use portable White Board with question written on it
I will ask for student responses: 10-15 minutes of discussion
o Alright so we have x over here who thinks this____, does anyone
else have the opposite opinion? Why?
o So, we have two students, one who thinks this is a good source
for learning about what actually happened to soldiers on the
warfront during WWI because _____ and one who thinks it is not
because ______.
o Cold call so where do you fall on this great debate?
o Could you elaborate or build on a students point?
Walk around the room to encourage orientation; dont always
summarize; ask students where they saw an example from the text to
support their claim; drama
Possible student responses/big points:
o Happy ending
o Made up characters/real characters
o Historical fiction
o Where is the authors research?
o What is the date of the book?
o Author bias- already famous, trying to be famous again?
o Immersive and engaging- fun way to learn
o Connections to the text in chapters prior:
Chapter 8
o Alfies first visit- 130-134
o Garden- 140- 144

Chapter 9
o Dr. Ridgewell explains what it is- 162-3
Chapter 11
o Patients confused- 186
o Recognition- 190
o Georgie and the people in his ward- 192-200
Chapter 12
o Georgie on the train and running away
Chapter 13
o Nervous system- 229
Chapter 14
o Margie and boy who cut himself- 239
o Georgie good as new- besides nightmares, he has resumed his
job and has a good relationship with his son- 240

Research groups: 20 minutes

o Students will transition from reading groups to research groups. - 10 minutes
I will ask each group of students 1 by 1 to get laptops. Group 1, 2, 3, 4, 5,
and 6.
At the same time, if they are not getting a laptop, they should be getting
out the research guide packet.
o I will have students read the class expectations. I will reiterate I expect these to
transition into your group work.
o I will let the students work and float for questions.

CLOSURE- 5 minutes
At the end of the class, I will tell the students the homework for the reading groups.
o Chapter 13 and 14 example
o Read the packet for Friday
They are also free to work outside of class on their research projects.
Ask if there are any questions and remind them of the schedule for the week.
I will then ask students to pack up and head to their next class.

With this lesson, I have made accommodations for those students who learn better via
the audio recording.
I have also made accommodations for students who may not be following the text via a
thorough discussion of the chapter.
I have also made accommodations for those who learn best from my voice and those
you learn best from watching and engaging with technology.


To gauge student understanding of the text and its connection/explanation of the events
on the home front during WWI, I have planned the Do Now at the end and the thorough
class discussion.
To gauge student understanding of research skills, I will check and give feedback in
their Google Docs.