Ashland University, Dwight Schar College of Education, Standard

Lesson Plan (2/15)

Candidate:

Benjamin Toth

General
Information

Date:

4 April 2016

Subject

Modern World History

Grad
e
Learner Profile

9th

Academic Learning
Standard(s)

TOPIC:
Achievements and Crises (1900-1945) The first half of the 20th century was
one of rapid technological advances. It was a period when the tensions
between industrialized nations resulted in World War I and set the stage for
World War II. While World War II transformed the balance of world power, it was
the most destructive and costly war in terms of human casualties and material
resources expended.
CONTENT STATEMENT:
15. The consequences of World War I and the worldwide depression set the
stage for the Russian Revolution, the rise of totalitarianism, aggressive Axis
expansion and the policy of appeasement, which in turn led to World War II.
In World War 2, the countries in Europe were wrought with Propaganda. Often,
we do not think of how the people at home in these countries were affected
outside of the front lines.
The students will gain an understanding of the major themes, events,
vocabulary, and concepts of the war propaganda in World War 2 and be
prepared to be formally assessed during the week of March 14th.
CONTENT VOCAB: Totalitarianism, Nazism, Communism, New Economic Plan,
Fascism, Benito Mussolini, Joseph Stalin, Leon Trotsky, Adolf Hitler, Annexation,
Aggressive Expansion, Indoctrination, Holocaust, genocide, Appeasement,
Neville Chamberlain

Students in each class are a majority of females to males, there are 1-2
students with IEPs in each class, with a majority of Caucasian students,
followed by African American, Hispanic, mixed and Asian students respectively.
Learner Profile: Write a description of the class demographics: number of males, females, students
on IEP or 504 plans, racial and ethnic background, ELL, gifted, academic or physical disabilities, and
any other factors that might help you target your lesson to the learners in the class. Include relevant
student assessment data and add to it as your lessons progress.
Learning Goals

Central Focus
SMART Goal
Academic language

Ashland University, Dwight Schar College of Education, Standard

Lesson Plan (2/15)
Prior Learning

In the last lessons, students learned about the onset of the causes of World
War 2, the aggression of Germany and Japan, the course of the war, important
content vocabulary, and the impact the war had on Europe, and manufacturing
changed in all involved countries to supporting the war effort on various fronts.
Students also learned of propaganda in previous chapters covering World War 1
and the Nazi path to power.
Academic Learning Standard: Write the exact wording for the appropriate content standard(s).
Central Focus: Narrow down your standard to the specific focus of this lesson that is developmentally
appropriate for your students e.g. Identifying character traits to improve reading comprehension.
SMART goal: Specific, Measurable, Attainable, Realistic, Time-bound. Example: At the conclusion of
todays lesson, students will create a three-frame comic strip and use each of type of end punctuation
appropriately (period, exclamation point, and question mark) with 100% accuracy.
Academic language: Identify content-specific words e.g. perimeter, instructional terms e.g. analyze,
general vocabulary: frenetic to be taught in the lesson. These words should be used by both you and
the students.
Prior Learning: Describe what prior content that has been taught. Example: In the last lesson,
students learned how to measure the sides of an object accurately, which has now prepared them to
find the area of an object.
Instruction
Delivery

Introduction
Activities /
Procedures

Differentiation

In the beginning of the class, I am going to begin by going over key terms,
concepts and people covered in previous lessons and discuss the framework of
the activity to be covered today.
1) Discuss how propaganda was used in WWII, how it aimed to encourage
people to either invest in the war or enlist
2) Use LIFE magazine as a benchmark for discussing the war and
western life.
3) Have the students break into groups and each take one article to write
about and teach to the class.
4) Have the students present their article and discuss what it was about to
the class, and their general feelings about what it contains.
The differentiation for this lesson is included in the way I separate the learning
across multiple learning masteries. I give the students different opportunities to
learn and understand the content via applications of imagery, peer
collaboration in reading and answering, and direct instruction. The overall goal
of facilitating this particular section is providing a foundation in the impact of
the indoctrination and obedience to authority and important content

Ashland University, Dwight Schar College of Education, Standard

Lesson Plan (2/15)
vocabulary that accommodates a variety of learning styles so that no student
is alienated throughout the lesson. I will also have the opportunity to focus my
time during the peer collaboration to directly assist any student who may be on
IEPs or require special assistance, avoiding obstructing the independent
learning needs of other students that are working within their groups.
Learning Conditions
Students will be introduced to the concept of propaganda and how it was used
to glorify the war with Germany and Japan in the United States. Students will
be given the opportunity to work with primary source information presented in
articles in Life Magazine.
Materials
LIFE Magazine articles with various topics and pictures for groups to present
with.
Closure
At the conclusion of the class period, I will reiterate the significance of
understanding how propaganda highlighted US supremacy in the war and how
media may act in favor or against these moods today. I will summarize articles
students discussed and help students build a foundation in their understanding
of major themes of propaganda during the war.
Introduction: State the objective for your lesson to the students using developmental appropriate
language (oral and/or written). You should reinforce this objective throughout the lesson. Link this
objective to the students background knowledge and/or experiences in motivating ways to hook the
learners into your lesson.
Activities/Procedures: Describe in detail how you will teach your SMART goal objectives and
academic language and what methods you will use e.g. demonstration, lecture. Then describe what
activities the students will do e.g. small group discussion, experiments. Your plans need to be detailed
and clear enough for a substitute teacher to follow. Your methods and activities must be aligned with
the goals of your lesson.
Differentiation: Think about the students who need more help and the ones who will grasp the material quickly. What will
you do to enrich the learning for both groups? Here you might consider Blooms Taxonomy, Learning Styles, Tomlinsons
Tiering approach, Universal Design for Learning, and Multiple Intelligences. Also, be sure to include accommodations for
students with specific learning needs including students who are gifted and students on IEPs.
Learning Conditions: List how the lesson will be delivered e.g. whole class, small group and any
special circumstances: substitute teacher, new student, students on individual behavior plans, safety
conditions for lab work etc.
Materials: Include all materials needed for your lesson: books, equipment, technology, student
materials. Make sure these are organized and ready to use.
Closure: Describe how you will end your lesson by restating or reinforcing your lesson goals and
encourage students to use this new learning in other contexts.

Ashland University, Dwight Schar College of Education, Standard

Lesson Plan (2/15)

Assessment

Formative
Summative

Questioning and full class responses.

Completion of the quick write activity in both a pre-assessment and postassessment form.
Formative: Describe how you will informally assess your students throughout the lesson e.g.
questioning, whole class responses. Keep in mind that you may need to adjust your plans based upon
student feedback you receive.
Summative: Be very specific about the formal assessment you will use at the end of the lesson to
measure whether you have meet your lesson goals. Attach the actual assessment if appropriate. This
assessment may need to be modified for individual students. The information gained from your
assessment should be used to provide feedback to your students and to guide your future lessons.

Research

Research shows that when students are presented with primary source material when available, they
are given access to the record of artistic, social, scientific and political thought and achievement
during the specific period under study, produced by people who lived during that period. [U.S. Library
of Congress]
In my time in the Ashland TES program, we have learned that use of primary sources help students
engage with new content, develop high level critical thinking skills and construct knowledge in a way
that helps students grasp material in a meaningful way. In many ways, the opportunity gives students
a sense of what it would be like to live in the era in question, and how it may differ or be similar to
their own.

Reflections
(Completed after
the lesson)

Content
Delivery
Changes to improve
this lesson
Next steps

I believe the content was right on mark, as it helps give the students a look
into what society was like during the war.
The delivery was great in that it gave students the opportunity to teach one
another.
I would like to have a better variety of articles to work with, and maybe a
couple of days to work on a project rather than one. It was experimental and I
wasnt sure how the lesson would be received, but the students seemed to like
it and I will likely do something similar with my students in the future.
Next we are going to dive into The Course of World War 2, which is the next
section in our text. We will begin by evaluating key content vocabulary, and
people and places associated with the section.

Ashland University, Dwight Schar College of Education, Standard

Lesson Plan (2/15)
Collect and record any assessment data from this lesson and use it to respond to these
questions:
Content: Write a reflection on whether the students understood the content of your lesson and if you
achieved the goals of your lesson. Use your assessment data as evidence for this. What patterns of
strengths and needs of the students do you see?
Delivery: Write a reflection of the way you delivered your instruction. Were the students engaged in
learning? Did you need to change your plans based upon the students responses? What went well in
the lesson? Could you have done things differently?
Changes to improve the lesson: If you taught this lesson again, what would you do differently?
Next steps: Based on the results of this lesson, what should be the central focus of your next lesson?