CEP Lesson Plan Form

Teacher: Jordyn Kostman Date: April 15,

2017

School: FCHS Grade Level: 9 Content Area: Social

Studies (World History)

Title: Appeasement and WWII Lesson #: 2

Lesson Idea/Topic Appeasement and World War II

and
Rational/Relevanc Importance: Students will be able to see how Hitlers rise to
e: What are you power in Europe changed millions of lives and the course of
going to teach and history.
why is this lesson of
importance to your
students? How is it
relevant to students
of this age and
background?

Student Profile: 1st period: a much larger class, and more willing to
Write a narrative participate. The motivation is higher when they get to work in
about your learners. a group, or chat with a buddy.
What are their
special needs? 2nd period: the learners are mostly introverted, with an
Exceptionalities? exception of a few. Their motivation is higher when they get
Giftedness? to do a project, or do something creative.
Alternative ways of
learning? Maturity?
Engagement?
Motivation?

Content Standard(s) addressed by this lesson: (Write Content Standards

directly from the standard) History

1. Develop an understanding of how people view, construct, and interpret

history

2. Analyze key historical periods and patterns of change over time within
and across nations and cultures

Geography

1. Develop spatial understanding, perspectives, and personal connections

to the world

2. Examine places and regions and the connections among them

Civics

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CEP Lesson Plan Form

1. Analyze and practice rights, roles, and responsibilities of citizens

2. Analyze the origins, structure, and functions of government and their

impacts on societies and citizens

Understandings: (Big Ideas)

World War II was a major political, social, and economic event of the 20 th century

Conflict and cooperation between nations shaped 20 th century World History

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

How did Axis aggression lead into WWII?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

LT: To understand appeasement and how it relates to the beginning of

World War II

SC: To be able to identify key figures of World War II

SC: To be able to explore the causes of World War II

List of Assessments: (Note whether the assessment is formative or summative)

Formative: Check ins throughout the lecture

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Appeasement and WWII
Should be a creative title for you and the Purpose: To explain to students the role of appeasement towards Nazi
students to associate with the activity. aggression, and why appeasement ending up leading towards World
Think of the purpose as the mini-rationale War II
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials 50 minute periods (1st and 2nd)
How long do you expect the activity to
last and what materials will you need?
Anticipatory Set Students will come in and sit in their groups.
The hook to grab students attention. Activity: life in an envelope
These are actions and statements by the I will explain the directions of the activity, then they will attempt to
teacher to relate the experiences of the figure out who their historical figure is. (i.e. Franklin D Roosevelt, Adolf
students to the objectives of the lesson, Hitler, Josef Stalin, etc. )
To put students into a receptive frame of THEN
mind. Each group will share the clues they had and if they were able to guess
To focus student attention on the who they had prior to opening the last clue.
lesson. THEN
I will begin my lecture on WWII
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the The strategy I intend to use is student involvement and engagement
Anticipatory Set? with their peers

Why are you using it at this point in I am using this strategy here because: Each student will contribute their
your lesson? ideas to the group

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Teacher Actions Student Actions

Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input/actions, student actions
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
7:30AM Make sure everyone is Students will work in groups to
sitting in a groupI will have the investigate who their figure is.
introduction slide on the board
I will introduce the Life in an
Envelope activity, and give the
instructions, then pass out to each
group an envelope.
7:40 I will bring the class back
together. And I will ask each group
if they were able to figure out who
was in their envelope before
getting to Clue 5. I will say these
figures are important and we will Students will take notes on Google
explore them more in a bit. Docs
7:50 I will begin lecturing for the
remainder of the class period.
German Rearmament
Occupying the Rhineland
Anschluss
Czechoslovakia
The Munich Agreement
Neville Chamberlain quote
CHECK IN
The Axis powers
The Anti-Comintern Pact
The Spanish Civil War
Non-Aggression Pact
World War Ii begins
Blitzkrieg
Attack on France
Battle of Britain
Invasion of the Soviet Union
Japan Attacks
The American Response

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How do you intend to engage your

students in thinking during the The strategy I intend to use is Periodic check ins to make sure they are
PROCEDURE? understanding the material

Why are you using it at this point in I am using this strategy here because: it is quick, requires fast student
your lesson? responses, and keeps them on task.

Closure I intend to use one last check-in, having students write down one thing
Those actions or statements by a teacher they learned during the activity. This will be their ticket out the door.
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
How do you intend to engage your
students in thinking during The strategy I intend to use is ticket out the door
CLOSURE?

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CEP Lesson Plan Form

I am using this strategy here because: it is quick, and requires student

Why are you using it at this point in thoughts and what they learned.
your lesson?
each group will have different types of clues, such as political cartoons,
newspaper reports, diary entries, speeches, pictures, etc.
Differentiation:
Differentiation should be
embedded throughout your whole
lesson!!
This is to make sure you have met the
needs of your students on IEPS or 504.
Consider your student profile narrative
at the beginning. What do your
students need to be engaged and
successful?
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Assessment Reflection: (data I will know by the check ins, and the ticket out the door.
analysis)
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize

assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)

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