Holocaust Day 1/2

Teacher: Miss DeVido

I.

Grade Level: US HIS II 11th

Content and Standards: CCSS.ELA-LITERACY.RH.11-12.1

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights
gained from specific details to an understanding of the text as a whole.
CCSS.ELA-LITERACY.RH.11-12.3
Evaluate various explanations for actions or events and determine which explanation best accords with
textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an
author uses and refines the meaning of a key term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding
of an idea or event, noting discrepancies among sources.

II.

Prerequisites: Students already have prior knowledge of Hitler, Mein Kamf,

Nazis and concentration camps learned in the previous chapters. This
particular lesson builds upon that knowledge and magnifies the information

III.

Essential Questions (provide a framework)

How did the Holocaust develop and what were its results?
How did Hitler enforce anti-Semitism as chancellor of Germany?
What actions did the Nazis take to carry out Hitlers Final Solution?

IV.

Instructional Objective: Students will be able to identify 6 major people on

Hitlers team, including their responsibilities to trace the roots/progress of the
Holocaust.

Domain 3a - The goals for learning are

communicated clearly to students.

V.

Instructional Procedures: B- I will begin the lesson by using a map to show

the students the path of the Allied forces closing in on Hitler. This is all review
for them because the war was told linearly and we have already concluded the
War. I will discuss that as the troops swept the lands that were encompassed
by Nazi Germany, they discover things. They find over 1,100 strange camps
unlike anything they had ever seen. I will then show a 13 minute clip from the
mini-series Band of Brothers that depicts Allied forces coming upon a
Concentration Camp for the first time.
Domain 3a - The explanations are clear, with
appropriate scaffolding, and, where
appropriate, anticipate possible student

D- Once the clip has run its course, I will pass out a worksheet on the
Holocaust, which I will have the students read out loud. I will preface the
worksheet by tying it into Mein Kamf, reminding them the year it was written,
so that they realize that the idea of a final solution was already in Hitlers
head. After the worksheet I will introduce Hitlers Top 6 officials and explain
their roles. I will simultaneously pass around photos of them with their name
on it so students have a visual. Once that is done, and I reiterate that once
Hitler becomes Chancellor in 1933 he begins to spew anti-Semistism to the
German people, I will pass out a Nuremburgh Law worksheet which students
will work on in pairs for 10 minutes. Once that is completed I will read the
students the Top Secret Authorization letter from Goering to Heydrich, while
holding up a copy of the primary document. I will tie that into the Top Secret

Domain 3b Quality of prompts, Student

Participation

Wannsee Protocol, which I have a copy of, reading specific highlighted parts
that discuss the Final Solution. Hopefully a student chomps at the bit and

Domain 3c Activities and assignments,

Grouping of students

realizes that these were all intended to remain top secret, and ask questions. If
not, I will let them know the background story as to how these became public
knowledge. When that is done, I will play a clip from the movie Conspiracy.

A- When we have concluded the lesson I will begin an open discussion with
the students about Hitlers top 6 men, and review their roles in Nazi Germany.
Domain 3b Student Participation

VI.

Materials and Equipment: Holocaust and Nuremburgh Law worksheets.

Portraits of top 6 Nazi officials. Copy of Authorization Letter from Goering to
Heydrich. Computer/DVD of Band of Brothers & Conspiracy
Domain 3c- Instructional materials and
resources

VII.

Assessment/Evaluation: I will evaluate this objective based upon in

discussion as well as worksheets
Domain 3d Monitoring student
learning

VIII. VII. Differentiation: Individualized Activities: This lesson will be extended

into the next 3 classes as we continue to learn more about the camps and then
the trials
IX.

Technology: Computer/projector to provide a visual for the students

Appendix B
Lesson Analysis and Reflection Rubric
(6 total points)

No evidence
0-2

Below
Expectations

Meets
Expectations

Exceeds
Expectations

3-4

Reflects on
degree to
which learning
goals were met
citing specific
examples.

Does not
mention if
learning goals
are met.

Mentions
learning goals
but makes
inaccurate
statements as to
whether or not
they are met.

Mentions
learning goals,
whether they
are met, cites
accurate
examples

Mentions
learning goals,
cites accurate
examples, and
evidence
showing the
degree to which
they were met.

Takes
feedback and
uses it to
influence
instruction/ins
tructional
strategies.

Does not
consider
feedback from
Cooperating
Teacher,
University
Supervisor
and/or Seminar
Instructor.

Mentions
feedback but
does not
discuss how it
was used to
influence
instruction.

Mentions
feedback and
discusses how
it was used to
influence
instruction.

Discusses and
reflects on prior
feedback and
how it was used
to change
instruction/stud
ent learning
citing specific
examples from
the lesson.

Discusses
performance
in each
domain

Does not
discuss
performance in
each of the four
domains.

Discusses
performance in
each of the four
domains.

Discusses
performance in
each of the four
domains and
cites specific
examples.

Discusses
performance in
each of the four
domains, cites
specific
examples, and
includes
artifacts.

No evidence
0-2

Below
Expectations

Meets
Expectations

Exceeds
Expectations

3-4

Lists and
reflects on
personal
teaching goals

Does not
mention any
personal
teaching goals

Lists 1-2
personal
teaching goals.

Lists 1-2
personal
teaching goals
with
reasoning/evide
nce.

Lists more than

2 personal
teaching goals
with reasoning
and evidence.

Conventions,
organization,
composed
writing

Writing is
disorganized
and includes
many grammar
and convention
mistakes (5 or
more mistakes)

Writing is
disorganized
and includes
several
grammar and
convention
mistakes (3 or
more mistakes)

Writing is
organized,
includes proper
grammar and
conventions.

Writing is
organized,
includes proper
grammar and
conventions.

(One or more
mistakes)

(Zero mistakes)

Appendix C

Drexel University Student Teaching Observation Rubric

Domain 1: Planning and Preparation
Components Unsatisfactory 0

Developing 1-2

Planning and
Planning and
1a.
instruction reflect
Demonstrati instruction reflect
-content
errors
awareness of
ng
knowledge of -lack of knowledge -content
-prerequisite
content and of prerequisite
relationships
relationships
pedagogy
-lack
of knowledge
Teacher
demonstrates -instructional
Planning and
1b.
instruction represent
Demonstrati little or no
knowledge of
that the teacher has
ng
-student
development
some general
knowledge of
-learning process
knowledge of the
students
-student interests and following and
needs
applies the
-special needs
knowledge to the
backgroundsclass
as a whole:
Instructional
Instructional
1c. Setting -cultural
instructional outcomes are
-not appropriate for
outcomes
content and/or
students
-low level
No knowledge of or
1d.
Demonstrati use of resources to
enhance
ng
knowledge of -instruction
-professional
resources
development
-student need

outcomes are
-appropriate for
some students
-listed as activities
and goals
Teacher shows some
familiarity with
resources available;
however, does not
seek to use them to
improve
-instruction
-professional
development
Designs
instruction
1e. Designing Instruction
-is not aligned with that
coherent
-is partially aligned
instruction instructional
outcomes
with instructional
-does not follow
outcomes
organized structure -may engage few
-is not suitable for all students in higher
students
level learning

Proficient 3-4

Distinguished 5

Planning and instruction Planning and instruction

reflect solid knowledge represent that the teacher:
of
-Has a deep understanding
-content
the content and prerequisit
-prerequisite
relationships among conte
relationships
and skills
-instructional
strategies -Anticipates
Planning and instruction
Planning andstudent
instruction

represent that the

represent that the teacher h
teacher has knowledge knowledge of the followin
of the following and
and uses it to plan instruct
uses it to plan
for individual students:
instruction for groups of -student development
students:
-learning process
-student development -student interests and need
-learning
process
needsoutcomes are
Instructional
outcomes -special
Instructional
are
-clear, measurable,
aligned with instruction
and assessment
-reflect high-level
Teacher knows
resources available and
uses them
-for professional
development
-to improve instruction
based on student need

-clear, measurable, aligned

with instruction and assess
-challenge students to thin
a higher level
-meet the needs of all learn
Teacher demonstrates
knowledge of available
resources and
-uses them to enhance
instruction
-resources are aligned with
learning outcomes
-seeks out other new resou
Designs instruction that Designs instruction that
-is aligned with
-is aligned with instruction
instructional outcomes outcomes
-uses a clear and
-engages all students in hig
sequenced lesson
level learning
-engages students in
-uses a clear and sequence
higher level learning
lesson, appropriate groupi
appropriate grouping, instructional materials and
-uses appropriate
resources

Components Unsatisfactory 0

Developing 1-2

Proficient 3-4

Designs assessments Designs assessments

1f. Designing Assessments
-are
not
aligned
with
that
that
student
-are partially aligned -measure if all students
assessments instructional
outcomes
with instructional
met learning outcomes
-do not measure if all outcomes
-are aligned with
students will meet
-will measure if
instructional outcomes
learning outcomes some students met -are used to guide
-do not include
learning outcomes instruction
assessment criteria -use only one type of -include clearly defined
-are not used to guide assessment
criteria
instruction
-criteria is weak or -are varied; uses formal

Distinguished 5

Designs assessments that

-measure if all students me
learning outcomes
-are aligned with instructio
outcomes
-used to guide instruction
-include clearly defined cr
-are varied; uses formal an
informal assessments
-include criteria for studen
work

Domain 2: The Classroom Environment

Components Unsatisfactory 0
-Teacher does not
initiate or promote an
atmosphere of respect.
-No strategies are in
place to promote
positive interactions or
sensitivity to cultures
Establishing a -Classroom culture is
negative.
culture for
-Low expectations for
learning
students.
-Students show little to
now pride in work.

Developing 1-2

Proficient 3-4

Distinguished 5

-Teacher tries to initiate -Teacher initiates and -Students and te

or promote an
promotes an
promote an atm
atmosphere of respect. atmosphere of respect. of respect.
-Classroom interactions -Classroom
-Students and te
are generally positive; interactions are
promote positiv
however, occasional
positive.
interactions.
disrespect may exist. -Students and teacher -Students and te
Teacher attempts to
Teacher creates a
-Students and te
create culture that
classroom culture that share a passion
includes
includes
learning.
-high expectations for -high expectations for -Teacher promo
most students
most students
excitement in le
-commitment to
-commitment to
-High expectati
learning
learning
set for learning
-students demonstrate -students demonstrate achievement.
little pride in their work pride in their work
-Students take p
-Most instructional time -Instructional time is
-Little instructional -No instructiona
Managing
is lost due to unclear lost due to partially
time is lost due to
is lost due to cl
classroom
and inefficient
effective classroom
classroom routines
routines and
procedures
procedures for group routines and procedures and procedures for
procedures for g
work, transitions,
for group work,
group work,
work, transition
attainment and use of transitions, attainment transitions, attainment attainment and
materials.
and use of materials.
and use of materials. materials.
-Classroom procedures -Classroom procedures -Classroom
-Classroom pro
are not
clear to for
are not clear tofor
all
procedures arefor
clear -Expectations
are clear to allfo
-No
expectations
-Expectations
-Expectations
Managing
student
behavior
or
student
behavior
have
student
behavior
are
student behavio
student
expectations are not
been established;
clear and
clear and imple
behavior
clear.
however, their
implemented
successfully.
-Teacher does not
implementation is
successfully.
-Teacher uses su
monitor student
inconsistent.
-Teacher frequently and preventive
behavior.
-The teacher sometimes monitors student
measures to mo
-Teacher responds
monitors student
behavior.
student behavio
negatively to student behavior.
-Teachers response to -Teachers respo
misbehavior.
-Teacher response to
student misbehavior is student misbeha
-Classroom is not safe -Classroom is safe and -Classroom is
-Classroom is
Organizing
or
accessible
to
all
accessible
to
most
organized
to
ensure
organized to en
physical space
students.
students.
safety and
safety and
-Physical arrangement -Physical arrangement accessibility, includingaccessibility, in
is ineffective for the use is sometimes ineffectivethose with special
those with spec
of all materials and
for the use of all
needs
needs.
resources, including
materials and resources, -Physical arrangement -Physical arrang
technology.
including technology. is appropriate and
is appropriate a
effective for the use of effective for the
Creating an
environment of
respect and
rapport

Domain 3: Instructional Delivery

Components
Communicating
with students

Unsatisfactory 0
-Teacher
communication is
unclear or confusing
to the students.
-Teacher uses
language that contains
errors or is
inappropriate to the
students cultures and
developmental levels.

Developing 1-2
Teacher
-communicates
expectations for
learning
-communicates
directions and
procedures
-clarifies explanations
of content after initial
confusion.
-uses language that is
correct but may not be
appropriate to students
cultures and
developmental levels.

Proficient 3-4
Teacher clearly
communicates:
-expectations for
learning
-directions and
procedures
-explanations of
content
Communications are
appropriate to
students cultures
developmental
levels.

Using questioning
and discussion
techniques

Questions are
-low level and
inappropriate
-limited to one student
participating
-recitation, not
discussion

Questions
-are low level
-promote one student to
answer at a time
-allow few
opportunities for
students to discuss, ask
questions

Most questions and

discussions
-require students to
think on a higher
level
-promote active
discussion amongst
students
-promote culturally
and developmentally
appropriate
discussions

Engaging students
in learning

-Few students actively

thinking and working.
-Materials are
unsuitable.
-Learning tasks
include recall or one
correct response.
-One type of
instructional group.
-Pacing is slow or too

-Some students actively

working
-Learning tasks are a
mix of thinking and
recall.
-Student engagement is
passive.
-Few materials and
resources require
thinking or ask students

Most students are

-engaged in thinking
about and discussing
-making
contributions to
learning
experiences, group
work
-engaged in
effectively using

Distinguis
Teacher cl
communic
-expectatio
learning (l
outcomes
assessmen
-directions
procedures
-accurate e
of content
written
communic
-clear and
-appropria
developme
and culture
-anticipate
student qu
Questions
discussion
-require st
think on a
-promote a
discussion
students
-promote c
and develo
appropriat
discussion
questions
-promote s
develop an
level quest
ensure tha
are heard
All studen
-are engag
level think
discussing
explanatio
thinking
-work to e
other in di
and learnin
experience

Components

Unsatisfactory 0
fast.

Developing 1-2
to explain thinking.
The lesson has a
recognizable structure
but lacks appropriate
pace.

Using assessment
in instruction

-Assessments are not

used throughout
instruction.
-Student progress is
not monitored.
-Students are not
provided with
feedback.
-Students have no
knowledge of
assessment criteria.

-Assessments are used

occasionally to monitor
student progress,
provide student
feedback.
-Students are aware of
some assessment
criteria.

Demonstrating
flexibility and
responsiveness

Teacher
-adheres to lesson plan
-does not adjust to
meet student needs
-does not answer
student questions

Teacher
-attempts to modify
lesson
-has limited use of
instructional strategies

Proficient 3-4
materials and
resources
The lessons
structure is coherent,
with appropriate
pace.

Distinguis
-make con
learning ex
group wor
-are engag
effectively
materials a
resources
-have oppo
reflect on t
thinking
Structure a
allow for s
reflection
-Assessments are
-Assessme
used regularly
throughou
throughout
informal a
instruction and
-Assessme
provide high quality if all stude
feedback.
learning ob
-Students self-Both stud
assess.
teachers se
-Students are fully
and monito
aware of assessment -Both stud
criteria.
teachers pr
meaningfu
Teacher
Teacher
-promotes successful -monitors
learning of all
lesson
students
-is flexible
-monitors and
responsive
adjusts instruction
-takes opp
-accommodates
build on an
questions, needs,
learning
and interests of
-uses exten
learners
repertoire
instruction

Domain 4: Professional Responsibilities

(***Note that the highlighted items might be difficult to assess during a lesson.
These can be assessed through conversations with the cooperating teacher,
EDUC540 seminar instructor, evidence in the Professional Learning Portfolio (PLP),
and evidence from lesson to lesson.)

Components

Unsatisfactory Developing 1-2 Proficient 3-4

Distinguished 5
0
-Mentions
-Mentions learning goals, -Mentions learning goals, cites
Reflecting on -Does not
mention
if
learning
goals
whether they are met, cites accurate examples, and eviden
teaching
learning goals but makes
accurate examples.
showing the degree to which
are met.
inaccurate
-Mentions feedback and
they were met.
-Does not
statements as to discusses how it was used -Discusses and reflects on prio
consider
whether or not to influence instruction.
feedback and how it was used
feedback from they are met.
-Discusses performance in change instruction/student
CT, US, and/or -Mentions
each of 4 domains and cites learning citing specific
Seminar
feedback but
specific examples.
examples from the lesson.
Instructor.
does not discuss -Lists 1-2 personal teaching -Discusses performance in eac
-Does not
how it was used goals with reasoning and of 4 domains, cites specific
discuss
to influence
evidence.
examples, and includes artifac
performance in instruction.
-Lists more than 2 personal
each of 4
-Discusses
teaching goals with reasoning
domains.
performance in
and evidence.
-Does not
each of 4
Uses partially
Maintains accurate records Effectively maintains accurate
Maintaining Does not
maintain
effective
system
throughout lesson
records throughout lesson
accurate
records of:
for maintaining -completion of assignments -completion of assignments
records
-completion of records of:
-student progress
-student progress
assignments -completion of -non instructional records -non instructional records
-student
assignments
Records are used to inform Shows evidence of using
progress
-student progress instruction.
records to adjust instruction.
-non
-non instructional
instructional records Some
records
inaccuracies
occur and
therefore cannot
be used to inform
instruction.
-Minimal or
-Frequent and effective
-Frequent and effective
Communicatin -Little or no
occasional
culturally sensitive
culturally sensitive
g with families culturally
appropriate
culturally
communication with
communication with families
communication sensitive
families.
with student input.
with families. communication -Successfully engages
-Successfully engages families
-Does not work with families.
families in instructional
in instructional program.
to engage
-Little attempt to program.
-Responds to family concerns.
families in
engage families -Responds to family

Components
Participating
in a
professional
community

Unsatisfactory Developing 1-2

0
-Does not
-Forms positive
develop
professional
professional relationships
relationships. within school
-No
community.
participation in -Attends school
school/district events, meetings
meetings,
and participates
events,
in
projects.in few
-Does not
-Engages

Proficient 3-4

Distinguished 5

Engages in and contributes

to
-positive professional
relationships within school
community
-school events, meetings
and projects

Engages in and contributes to

-positive professional
relationships within school
community and on social medi
-school events, meetings and
projects
-the larger community outsid
the class Participates in a cultu
of
inquiry.in and seeks out
-Engages

-Engages in several
Growing and
engage in
professional
professional development
developing
professional
development
experiences.
professionally
development. experiences.
-Welcomes feedback.
-Resists
-Reluctantly
-Participates in and
feedback.
accepts feedback. contributes to profession.
-Does not share -Makes few
knowledge
contributions to
with
peers.
profession. -Teacher displays honesty,
-Professional the
-Professional
Showing
professionalism interactions are interactions are integrity, and
dishonest.
honest.
confidentiality.
-Teacher shows -Teacher shows -Teacher assures that all
lack of
inconsistent
students are fairly served.
awareness of attempts to serve -Teacher complies with
student needs. students.
school/district regulations.
-Teachers
-Teacher does not
decisions are always comply
self-serving. with

professional development
opportunities both online and
face-to- face.
-Welcomes feedback.
-Participates in and contributes
to profession.
-Uses information from
professional
resources
to in
Teacher shows
leadership

Educ540 coursework, student

teaching, correspondence, and
decision making by
-displaying honesty, integrity,
and confidentiality
-assuring that all students are
fairly served
-complying with school/distric
regulations

Appendix A
Student Teacher Evaluation Form for Videotaped Lesson

Code: 1 point = fulfills requirements

0 points = not evident/needs improvement

Lesson Planning (5 points)

__1__
Lesson plans follow Drexel Lesson Plan format and have clear, measurable instructional
goals that state what the students will know and be able to do at the end of the lesson
__1__

Lesson plans reflect coherent instructional design, which includes clear, sequenced
procedure that is aligned with instructional goals and assessments

__1__

Lesson plans have a clear assessment(s) that measures whether all students can meet the
lesson instructional goals

__1__

Displays originality in preparing and presenting lessons (creativity)

_0___

Lesson plans include adaptations for special needs and/or differentiation

Quality of Instruction (8 points)

__1__
Shows knowledge of content by using appropriate pacing, clear communication and
explanations (clearly states instructional goals)
___1_

Uses different levels of questioning and discussion strategies that engages all students in
higher level thinking

____1

Uses different types of instructional strategies that actively engage the learners
throughout the lesson

__1__

Checks for understanding throughout the lesson and adjusts lesson to meet needs of
student(s)

___1_

Uses collaborative and group learning experiences

__1__

Uses a variety of learning modalities (visual, auditory, etc.)

___1_

Provides opportunities for independent practice that challenges students and allows them
to apply what they have learned

__1__

Varies voice, inflection, body movement

Classroom Management (3 points)

__1__
Teacher utilizes system of positive reinforcement and behavior management strategies

__1___

Teacher responds to student inappropriate behavior in a timely, appropriate manner

__1__

Teacher initiates instructional routines to minimize interruptions

Professionalism (1 point)
_1___
Student teacher exhibits professionalism in appearance and written and spoken language
in lesson plans and during videotaped lesson
Lesson Reflection (6 points)
(Use Lesson Analysis and Reflection Rubric to evaluate reflection)
__6__

Student teacher views his/her videotape and shows evidence of being a reflective
practitioner in video reflection/reflects on the above (lesson planning, quality of
instruction, classroom management and professionalism)

Reflection on Domain 3
I seem to have the only version of Microsoft Word that does not allow comments. I had to
create a text box after I went to the Geek Squad who could not find my Comment box. They also
couldnt find a proper footer/header. Guess I will be investing in a new laptop soon.
Anyhow, I feel like my overall performance in Domain 3 has been pleasant. In this
particular class, US 2, my content knowledge is exactly where it should be. I have no issues
answering questions posed by students; I am very comfortable with the material. Because of that,
instruction goes a bit smoother with them (as opposed to my US 1 classes).
This class ran smoothly. It was the first time a class I had taught followed the lesson plan
to a T. From the moment the students walked in, I was able to connect everything together from
previous classes. The opening scene from Band of Brothers was such a great table setter you
could hear a pin drop when they came across the concentration camp. The students were so very
interested in learning about Hitlers Top 6. When I read the letter from Goering to Heydrich,
again you could hear a pin drop. The snippets that I chose to read from the Wannsee Protocol,
followed up with the clips from the movie Conspiracy, really drew the students in. The students
were in disbelief that the Nazis were that nonchalant about murdering millions of Jews.
One thing I must work on in this domain is assessment. The next class the students are
getting a pop quiz when they come in the room, so I will be able to assess how I did as an
instructor the previous class. Something tells me they really got this lesson. World War 2 has

been easier for them to learn because we have access to so many primary sources. These sources
make it more tangible, and easier to understand.
I recognize that lessons are not always going to run like a well-oiled machine. But this
time around, it did and I (as well as my cooperating teacher) was very pleased with the end
result.