Lesson Plans and Lesson Presentations

Lesson 1Course World History Date Grade level 9,10,11 Estimated foursometh dimension 1hour 30 minutes Topic The begin of the WWII Arizona State Standards gong WorkDo you populate what state of fight is considered to be the greatest calamity of each nations?Do you agree wiyh this definition? Why or wherefore not?How do you personally feel rough WWII?Anticipatory forwardness (Motivation)The students are sh give birth 5 minute video stating the losses that the world in general and the US in particular had to suffer after the WWII.Lesson physical objectStudents give be able to identifyThe causes of the WWII Main participants The start of the war. Students go out be able to write at least 2 important dates in the memoir of WWII.The students will be able to form their own opinion who was the initiator of the war and how it could be avoided, if could at all.The main conceptual objective is to make students life-sustainingly think and analyse historical events.Lesson Overvie w/ social occasionThe instructor drives the students to remember what had hap frameed after the WWI and what proper(postnominal) treaties were signed. Then he/she leads restless discussion about Versailles Treaty, its positive and negative sides. In advance, the teacher gives an man-to-man task for three students to prepare an overview of economic and political situation in postwar Germany, Italy, and Japan respectively. After that, the tell apart is divided into 5 classifys re representing louver countries (regions) Germany, Italy, Japan, former USSR plus Western Europe, and the USA. All of these groups are given 7 minutes to prepare their possible reasons to be engaged in the war.When all of the reasons are announced, the teacher summarizes them and writes down the correct wizards on the blackboard. Then the teacher asks one student (voluntarily) to identify key participants of the war, and again writes them on the blackboard. At this measure another student is asked to show these countries on the map, turn oning specifically at the territories they aspire to gain after the war. All this takes 40-45 minutes. After that the teacher initiates the topic about Moscow conference and invites three students to represent Molotov, Ribbentrop and Churchill. The teacher asks students to bear the interests of their countries (USSR, Germany and Britain respectively), and the rest of the class should be willing to help. When the discussion is over, the teacher reveals the hugger-mugger Molotov-Ribbentrop Pact and explains its importance in the world history. After that he/she makes a short overview of the first military actions that signified the start of the WWII. Along with students he/she writes down the main datesHitlers party foundation Moscow conference Molotov-Ribbentrop secret Pact The official start of the WWII. ClosureThe teacher gives the students a short quiz summarizing the key points of the lesson. In order to avoid students tending and rese ntment, he/she allows them to use their notes to answer the questions. When they are done, the teacher tells the correct answers and asks the students to break away their own work. Only the good grades are fixed. However, the teacher warns that next succession all the marks (both good and bad will be put).Extension/ fast finishersFor those who finishes quiz quickly, the teacher asks to fill in the table statingThe reasons of the war for specific countries Countrys prominent political leaders Countrys interest in the war. Each fast finisher gets a part country. The teacher could check the assignment during the class (if there is enough time or prepare them for the next one).Assessment/EvaluationThe teacher refers to the objectives attained as the result of the lesson. Then, he points that in order to develop further students critical thinking skills he assigns the following homework. He/she also might ask students how they liked the interactive games and dialogues in order to eval uate the effectiveness of much(prenominal) method of teaching.Individual Student PracticeTo write a two varlet es articulate expressing own opinion about what parties were guilty and why, and how the war could be possibly avoided, if could be at all.Teacher Reflection & References1. Breuer B. Deceptions of WWII Wiley New York, 20012. Morton L. Targeting the World contend II Generation In Public Relations Quarterly. Vol. 49., 20043. OBrien K. The Home-Front state of war World War II and American Society Greenwood Press Westport, CT, 1995Materials itemization textbook, notebook, hand map, pens/pencilsLesson 2Course American History Date Grade level 11 Estimated time 1hour 30 minutes Topic old hands base solar day Arizona State StandardsBell WorkDo any of you build grandparents who survived the WWII?Did your relatives participate in any other American war?What does it mean to them? Did they share the memories?Anticipatory Set (Motivation)Can you count all good deal you know th at have taken part in any American war? Do you consider them heroes? Can you write fairish one fourth dimension for them to tell or to send as a message to give thanks for their effort at this glorifying date Veterans Day.Lesson ObjectiveStudents will be able to identify all the significant events in the US history involving wars.Students will be able recall the history of the Veterans Day holiday.Students will define the significance of the holiday for present and future generations.Lesson Overview/ProcedureThe teacher asks the students to recall the major events in the US history, which involved military actions. He writes them all on the blackboard. Then the teacher invites one student to put those events/wars in the chronological order. When the student is done, the teacher together with the rest of the class checks the assignment. The teacher asks the student to choose four major American wars and divides the class into four groups accordingly.Each group is given 10 minutes to prepare a short report about the war (everything they know) including the memories of their relatives about the event (for instance, about the WWII). If possible, it is useful to provide each group with one laptop in order for them to make power point presentation. Then each group presents their overview and exchanges the opinion. Basically, the teacher doesnt intrude, but just direct the discussion and control the time. When the discussion is over, the teacher tells who played a significant role founding the Veterans Day as it is. In advance, the teacher also arranges for one veteran of WWII to come to the class and share the experience. The teacher leaves 15-20 minutes for this veteran to share his experience. Extension/ steady finishersFor the group that makes presentation fast, the teacher prepares a statistical information about how many veterans there are in the USA, in what regions etc. He/she asks the group to get familiar with the information and to present it for addit ional mark. another(prenominal) possible task is to write the slogans glorifying the courage of those participated in the war. After the literary works are done, the big board should be hang on the blackboard.ClosureAt the end of the class the teacher collects the writings with greetings and wishes that students made at the beginning of the lesson and gives them to the veteran invited. He also gives the task for three students to prepare one war poem and learn it by heart. The end of the class is signified by reading of these three poems.Assessment/EvaluationThe teacher encourages the student to say a few words about the significance of the Veterans Day for them personally and for future generations. He asks the students to greet their relatives and other people they know who participated in the War.Individual Student PracticeThe teacher asks to research the history of the Veterans day and prepare a detailed end stating the main branches of the Veterans Day development.Teacher Ref lection & References1. Veterans day. Available http//www.infoplease.com/spot/veteransday1.html2. The History of Veterans day. Oct. 3, 2003. Available http//www.army.mil/cmh-pg/faq/vetsday/vetshist.htm3. Adrian G. The calm of Memory Armistice Day, 1919-1946 Berg Oxford, 1994 Materials List notebooks, separate sheet of paper, pen/pencil, laptop (if available)