Lesson Plan: The Final Solution Lecture

Teachers Name:
Date: 10/11/2016
Chloe L Seeger
Subject:
Grade Level: 11-12
20th Century Europe
Central Focus (description of the important understandings and core concepts that you want
students to develop throughout the entire unit; may include Essential Questions):
Students will be able to answer: What was the Holocaust? What were some the ideals held
by the Nazis? Who were the prosecuted? What were the methods of extermination?
Essential Idea: The Final Solution had many parts, contributors and outcomes. The Holocaust
had/has a lasting effect socially, and economically.
Student Learning Objective(s)/Outcome(s) (what will the students actually do to
demonstrate their understanding; use Blooms verbs; make objectives measurable.):
The class will actively generate and organize notes during the lecture. Students will analyze
the slides and information from the teacher to form written notes. Students will interpret
information when answering questions. Students will explain and argue answers in class and
partner discussion.
Language Function (What are language function demands of this lesson related to your
objectives?):
Analy Argue Deve Expl Iden
ze
lop
ain
tify
Interp Gene Organize
ret
rate
Assessment/Evaluation (is the assessment informal or
formal? what evidence of student learning related to the
learning objectives and central focus does the assessment
provide? what evaluation criteria did you use? how will
you assess their work rubric, grades, etc.?):
The assessment is informal. The teacher will assess
students understanding through students attention and
answers to questions. If the majority of the students
answer the question within a degree of correctness then
the learning objective is met. Students will not be handing
in anything, nonetheless the students notes will be a
formal assessment.

Differentiation/Planned
Support (what adjustments will
you make based on individual and
group needs? how will you support
students with gaps in prior
knowledge):
If an individual is not meeting the
learning objectives then he or she
can watch a documentary on the
topic or meet after class to discuss
or clarify key understandings. If
the group needs more help with
note taking then the teacher can
model what is expected. The
lecture can be given slower and
teacher can allow time for more
discussion or research into
misunderstandings. If there are
huge gaps in knowledge then the
slides can be made so that it
explains more concepts. There are
also other vides that students can
watch prior to bridge the gap.

Content Standard: (what standard(s) are most relevant to learning goals? [e.g. Common
Core State Standards [CCSS]; Wisconsin Model Early Learning Standards [WMELS], or subject-

specific standards])

B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their
relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned
conclusion
B.12.3 Recall, select, and analyze significant historical periods and the relationships among them
B.12.10 Select instances of scientific, intellectual, and religious change in various regions of the world at
different times in history and discuss the impact those changes had on beliefs and values
B.12.13 Analyze examples of ongoing change within and across cultures, such as the development of
ancient civilizations; the rise of nation-states; and social, economic, and political revolutions
B.12.15 Identify a historical or contemporary event in which a person was forced to take an ethical
position, such as a decision to go to war, the impeachment of a president, or a presidential pardon, and
explain the issues involved
Prior Academic Learning & Prerequisite Skills (what background knowledge do the
students have or need to have concerning the content to be covered; how will you activate
that background knowledge; anticipate concerns):
The students prior to this point would have had some background knowledge of WWII and the
Holocaust. First the teacher will have to assess how much the students know by either doing a
pre-assessment or a KWL chart. The lecture will serve to covered content knowledge that is
required for completing work further into the unit of study. Anticipated concerns is
misinformation on the Holocaust and who it effected. Another concern in the lack of content
knowledge when it comes to ideas that should be common knowledge by the time the student
reaches 12th grade.
Academic Language (instructional
terms/language function [e.g. describe,
compare, analyze]):
Students will analyze information. Students
will generate notes and answers to proposed
questions. Students will identify important
information. Students will explain and argue
viewpoints.

Academic Language (content-specific terms

[vocabulary]):
The Final Solution, Nazi Party, Adolf Hitler,
Racial Hygiene, Eugenics, Anti-Semitic,
Identification, Isolation, Exclusion, Jew, Romani
Gypsy, Einsatizgruppen, Euthanasia, Ghetto,
Work Camp, Concentration Camp, Death
Camp, War Crime, Nuremburg Trail, Ripple
Effect

Instructional Resources/Materials/Equipment (to be used by the teacher and/or the

students):

Smartboard/projector, teacher computer, Final Solution slideshow, student notebooks, pens/pencils, internet
access.
INSTRUCTIONAL PLAN
Launch [Anticipatory set] (how will you start the lesson to engage and motivate students in
the learning?):
Ask students what they may know or have learned about the Holocaust.

Instruction (this could be a demonstration, lecture, video, discovery experience, etc.).

Link the new content (skills and concepts) to students prior academic learning and their
personal/cultural and community assets; include the academic language of the content area in
the lesson and activities.
Teacher introduces topic. Teacher gives lecture with slides. Students listen, participate in
discussion and actively take notes.
Instructional Tasks (describe the steps in the lesson;
include allotted times; what will you as the teacher do?)
Introduce topic, i.e. KWL chart
The Nazi Party slide
Students watch video. Turn to partner and share
something that they have learned.
Ideologies and The Jewish question slides
Students discuss as a class if they have seen or heard of
these ideologies elsewhere.
Jewish Population and Romani Gypsy slides
Partner discuss what they have heard about gypsies
Einsatzgruppen slide
Mercy Death slide
Discuss the ethics behind euthanasia then and euthanasia
today
Ghetto slides
Camp geography slide
Work camp, Concentration Camp, and Death camp slides
Death total, War crime, and Nuremburg Trail slides
Discuss the outcomes of the trails and ethics involved
Discuss ripple effect

Differentiation/Planned
Supports (for each step) [ELL,
Students with IEPs or 504 plans,
Gifted]:

Learning Tasks (what students will be doing [include

Academic Language]? engage the students in a variety of
learning tasks; link to prior academic learning. Highlight
what students will do.
Closure (recap the lesson with the students):
Teacher Reflection (after the lesson, reflect on the lessons strengths and weaknesses; how
would you improve it for the next time you teach this lesson? Did results of the assessment
meet your intended objectives/outcomes? Did students achieve the Learning Objectives?): How
does student performance in this lesson affect the next lesson you will teach?