Blended Learning Lesson Plan

Lesson Title:
A day in the life
Objectives:
Students will be able to understand the lengths the Germans went to when persecuting the Jewish
communities as well as other groups. They will also be able to identify how the Germans formed
a government system like the political parties such as the Nazis to come into power. Lastly
students will understand the cause and effect this had on world wide economy and alliances that
were created.
Students will be able to…
State Standards:
5.3.CE Analyze the cause and effect of government-sponsored policies within the
United States and Europe related to the status of different groups, to
include the Holocaust.
This indicator was developed to promote inquiry into the state-sponsored
persecution that led to the Holocaust in Europe. This indicator was also
developed to promote inquiry into the fight against discrimination toward
marginalized groups in America.

Context: Why are you teaching this particular lesson? What comes before this lesson in the
larger unit? What previous knowledge will students be bringing into the lesson? What comes
after this lesson in the larger unit? What are you teaching in order to prepare students for the
next lesson topic?
This lesson covers the standards on the causes of the Holocaust and the mass genocide and
discrimination of groups across Europe. The standards in 5.3 C.O cover the ideologies and
policies that led into WWII and how the effects of WWI were a contributing factor going into the
next war. Students will know major European countries and their government systems from the
pervious unit covering WWI and the foreign policies. Students should also know the alliances
that were formed in the first war and the significance that made in turning point of the war. The
unit after this covers the United States moving from a neutral domestic policy towards
imperialistic involvement in other countries. Students will learn how the bombing of Pearl
Harbor naval base in Hawaii changed our nations outlook on “neutral” involvement in times of
war.
Data: How will students be grouped in this lesson? What hypothetical data will these groupings
be based on? How will data be collected in this lesson for future groupings and teaching?
Students will be grouped on the new unit bell ringer. With each new unit students will answer a
short question survey about knowledge on a topic through google survey or Kahoot. Students
who scored with the highest percentage will be grouped with average and below average partners
for that week. This will be done in hopes that teaching information also helps other students
retain the information and below average students benefit from some peer instruction. After the
unit students will take the same survey and see how averages and numbers improved and
subjects that still are confusing.
Materials: List all materials used (i.e. websites, apps, pencils, iPads, computers, worksheets,
diagrams, textbooks, etc.)
Materials are going to include tablets, google app, construction paper, colored pencils, free diary
entry app

Detailed paragraphs from here on down.

Procedures:
Introduction (20 minutes): Students will come in and take a piece of construction paper
from me when they enter the classroom and sit down in their everyday assigned seating and
begin working on bell ringer assignment. When they have all submitted this to google classroom,
I will start by reviewing the previous days lesson by having students come up to the whiteboard
and write main ideas and vocabulary that they remember. Next, I will list off groups that will be
working in rotation together and what station they will be doing while working.

Teacher Directed (15 minutes): In teacher small group we will discuss different examples
of war propaganda and look at small clips of what the Germans would send out as video
propaganda to the rest of the world about what concentration camps would look like. We will
discuss how Germany got away with creating a dictatorship so strong and slowly started
implementing his hidden agenda.

Collaborative (15 minutes): Students will work together to create an appropriate WWII
propaganda poster including one country from either the Axis or Allied powers and must include
one political figure, one slogan, and what they are promoting on behalf of this country. On the
back of the paper students will write five facts they found interesting on the country they chose
for the poster.

Independent Digital (15 minutes): https://itunes.apple.com/us/app/notebook-free-diary-

journal-app/id654645301?mt=8 Students will use a free diary app and create three entries from
the point of view from someone hiding during WWII. The first entry will be life “before the war”
and the life styles they had and things the student would hypothetically do for fun. The second
entry would be once the war has reached the area of the child and changes that they now have to
do like wear the yellow star of David and so on. The third entry is where the students will decide
what path they would take during this time and decide whether their family will hide, run or do
whatever the government directs them to do.

Closure (10 minutes): Students who are completed and willing to share will share with
the class one entry from their “diary” and as a class we will discuss the escalation of persecution
in Europe during this time period.

Rationale:
(https://itunes.apple.com/us/app/notebook-free-diary-journal-
app/id654645301?mt=8 ): Why this piece of multimedia? How does it support student
learning and your standards and objectives? How do you know it is of high-quality?
Refer to the 8 bullet points in the Evaluating Multimedia PowerPoint to support your
rationale. How does this multimedia choice differentiate instruction for all learners
(consider differentiation and assistive technologies)?
This app will keep the student’s diary entries organized and saves immediately, with
paper students have a higher chance of losing the paper of ripping it. It supports the
standards by the students comprehending first hand the persecution they would receive as
a member of the Jewish community. This goes along with our standard of having students
comprehend the state supported persecution and genocide of members of Jewish faith. I
know it is high quality because it came from a reliable source from apple and iTunes. It
had over two thousand reviews and is nearly five stars on the iTunes website. The app is
also allowing you to create effects such as page type and fonts that create the illusion of
being old which is more engaging to students. This choice is great for all learners because
students who are more hands-on learners can create the visual effect of an old document
and become more engaged with the lesson. Students who have learning disabilities such
as dyslexia have the ability to use spelling and grammar check with this app.

(https://www.youtube.com/watch?v=QY3T0AX0z0U .): Why this piece of multimedia?

How does it support student learning and your standards and objectives? How do you
 know it is of high-quality? Refer to the 8 bullet points in the Evaluating Multimedia
PowerPoint to support your rationale. How does this multimedia choice differentiate
instruction for all learners (consider differentiation and assistive technologies)?
This piece of Multimedia allows students who are visual learners to see the length of
extent the Germans went to hide what they were doing. The app is high quality because it
is free, nearly every type of mobile device can download it and you can even use blockers
and use YouTube kids for younger ages and grades. This aligns with our standards and
objectives on showing students the cause and effect side of the persecution throughout
Europe. This is especially great for students who need to see things in order to completely
understand and comprehend something this awful like this topic. It also helps auditory
learners and kinesthetic learners by inserting questions into the video. You can imbed
questions in long videos that allow students to piece together different information
concepts.

https://ed.sc.gov/scdoe/assets/File/instruction/standards/So
cial%20Studies/2020_CCR_SS_Standards_4-12_Approved.pdf