DIRECT INSTRUCTION LESSON PLAN

Name: Lori Blackburn and Jessie Linebarger

Grade Level/Subject: Topic: 11th Grade American History
State
Standard (s)

-North Carolina Standard Course of Study Goal 10

10.02 Identify military, political, and diplomatic turning points of the war and
determine their significance to the outcome and aftermath of the conflict

Instructional Performance- Students will be able to comprehend the tragic events of the
Objective
Holocaust, know the parties involved in the Holocaust, know how to analyze primary
sources, and understand how to distinguish between primary and secondary
sources.
Conditions- Students will be given the option of taking their own notes or they may
grab a copy of the guided notes located in the front of the classroom and students
will be allowed to collaborate in both small groups and class discussion.
Criteria The learner must portray a general understanding of why the Holocaust
happened, the main concepts of the Holocaust, what parties were involved, and the
outcome.
Objective
Rationale

-The purpose for this lesson is to provide students with the understanding of what
has been said to be the greatest act of hate and anti-Semitism seen in the last
thousand years of more. Time and time again throughout history, we frequently find
stronger groups attempting to exterminate groups that are weaker or different from
themselves. The final solution was the name given to the attempt by Adolf Hitler
and his Nazi party to implement the organized murder of all European Jews under
his control. Hitlers plan was to completely wipe out the entire Jewish population,
not just in Germany but worldwide! Although Jews were the obvious target of Nazi
extermination, they were not the only group whose blood would forever stain the
hands of Hitler and his army. Millions of Slavs, Gypsies, homosexuals, and other
groups were targeted as well, but overall more than six million Jewish people were
murdered. The Holocaust lesson is not only a vital part of our history but it has also
become one of the most effective subjects when examining issue on basic morals.
Moreover, Students can engage themselves more within this lesson because the
Holocaust raises questions of fairness, justice, individual identity, peer pressure,
conformity, indifference, and obedience; concepts that students confront on a daily
basis.
Instructional Decisions

How much prerequisite

knowledge do my students
need?

-Students need to have an idea of the events occurring in WWII

-Students will need to understand the alliances
-Students will need to know how to examine a Political Cartoon

How much time do I need

to teach the objective?

-The whole hour and a half

Activate prior knowledge 5 minutes
PowerPoint Presentation 25 minutes
Visual Discovery Activity 35 minutes
Class discussion for activity and quick recap of the lessons key points- 15
minutes
Exit Ticket 10 minutes
-For the first part of class, students will work individually, taking notes on the PowerPoint
slides and participating in class discussion
-For the second half of class students will be allowed to work however they choose; If they
would like to work with a partner they may. Students will work collaboratively on a Visual
Discovery activity.

How will the students work

during the lesson? (whole
class, small group,
individual)

Content and Strategies

Focus/Review
Objective (as
stated for
students)
Teacher Input

-Focus of todays lesson will be on the exploration of the Holocaust

-What do you know about the Holocaust?
Who, What, When, Where, Why, How?
-Students will be able to
Explain the events of the Holocaust, Hitlers views on race, and how that view lead to the
murder of six million Jewish people and millions of Slavs, Gypsies, and others.
-Prior knowledge questions before beginning (5 minutes)
What do you know about the Holocaust?
What groups of people were involved?
Where did it take place?
When did it take place?
Why did it take place?
-PowerPoint Presentation (25 minutes)
Holocaust PowerPoint for READ Unit Wiki.pptx
Guided notes available
-Visual Discovery Activity (35 minutes)
Visual Discovery Activity Worksheet.docx
Students will be given the choice to work in pairs or individually
Multiple images are displayed through the projector
Students must choose at least two of the images and follow the steps from the worksheet
that is being passed out
Students will answer questions on the worksheet and will be allowed to converse with their
partner about the assignment as they desire
-Class Discussion about Activity and Quick recap of key concepts from todays lesson (15 minutes)
What images did you chose?
Why those?
What emotions do these images make you feel?
What can you tell us about the images? (Who, What, When, where, Why, How?)
Any bias portrayed by the author?
What are appropriate titles for these images?
What time period is portrayed in the image? Give two examples to support this conclusion
What location is the image taken in? Give two examples to support your conclusion
Compare and contrast the information you received within the lecture and within the
images

Why do you believe this is happening to the Jewish people?

How might the opinion of a Nazi watch guard, from this era, differ from that of a civilian
pertaining to analyzing this image?
Answer Who, What, When, Where, Why, How of the PowerPoint lesson

-Exit Ticket (10 minutes)

..\MDSK 4253 Methods\Exit Ticket.docx
Students will use a Venn diagram to compare and contrast the information that they
received from the Activity and the PowerPoint

Guided
Practice

-Students will be asked checkpoint questions throughout the PowerPoint to ensure comprehension
of material
-Once students are given the Visual Discovery Assignment
I will provide questions on the board that will guide students in the start of their
discussions and to help students understand what information they are looking for
-We will then transition into a class discussion having students compare and contrast the
information from the activity and the lecture
I will supply them with an illustration of my own Venn Diagram that provides an example of
both something they had in common and something that was different

Independent
Practice

-Students will be assigned an Exit Ticket to fill out regarding the discussion we had on the Visual
Discovery Activity
Students will summarize the contents of their images and how those images connected to
the lesson
-Students will answer the following critical thinking question for homework:
Hitler translated his hatred into a program of genocide. How do ethnic, racial, and
religious hatreds weaken society?

Closure

-I will have the students briefly relay back to me the main concepts of the lesson
Who, What, When, Where, Why, How?

Assessment

-The type of assessment tools I will implement into todays lesson will be informal interviews and
checkpoint questions
By discussion the content verbally with the students I will be able to determine what
concepts they understood and which ones need more explanation
The checkpoint questions throughout the lesson allow me to assess as the lesson
progresses. By asking questions and having the students every so often repeat back to
me what we just went over allows me to determine whether or not we can continue or if I
need to back up and try to explain the concept in a different way

Materials

-Teacher Laptop
-Projector
-PowerPoint Presentation
-Images for Activity
-Exit Ticket worksheet

Plans for
Individual
Differences

-Read-a louds
-Guided notes available at the front of the classroom
-For the Visual Discovery activity pairs, I will partner the students in a specific way before class
begins.
Ex. Students with difficulty reading will be placed with a well-developed reader
-Extended time will be given for reading activity

Things to Consider