Task+4+-+Lesson+planning

=Task #4 - Create a lesson plan=

** Rationale: **

 * To familiarize yourself with the structure and content of this resource
 * To demonstrate how many lesson plans can come from one lesson idea
 * To allow questions to surface about this resource so that you can ask them while we are all together

**Directions:**
In pairs, you will create a lesson plan focused on the theme of justice after the Holocaust. **Use lesson idea #23 (in section 11) to help you develop your plan.** Note: you do not have to use the materials in this lesson idea in your lesson plan. You will be asked to explain your planning decisions.

Your lesson plan must include answers to the following questions: 1. **Context**: Decide the context for this lesson. What course? What grade level? How many students in the class? How long is the class period? Etc. This information will influence the choices you make about what and how to teach.(Note: You do not have to answer these questions in this particular order. Most likely, your process will be iterative – not strictly linear – where the answers to each question inform each other. There will be some back and forth.) 2. **Learning goals**: Why teach this lesson? What do you hope students will learn? 3. **Assessment**: How will students demonstrate what they have learned? What evidence will you use to evaluate students’ understanding? What work will they produce? 4. **Materials**: What resources will help students achieve these learning goals? 5. **Activities:** What strategies can use you to help students engage with these materials and demonstrate understanding?

** Lesson Plan Exemplar **

 * Section 5 – The Fragility of Democracy **


 * Context: ** HHB Facing History Elective course. Ninety-minute class period.


 * Learning Goals: ** Students will be able to answer the following questions…
 *  How did the Nazi Party become the party of leadership in Germany?
 *  What is a democracy? What makes it strong? What makes it weak?


 * Materials: **
 *  Timeline 1918-1932 (handout 5.7)
 *  Nazis: A Warning from History (clip)
 *  Weimar online module documents (and documents in elective binder)
 *  Agitator
 *  Political party platforms and biographies
 *  Timeline – Hitler and the Nazis rise to Power (handout 5.10)


 * Activities: **
 *  Defining democracy.
 *  Interpreting the Agitator as pre-activity. What do you think this means?
 *  Watch clip from Nazis: A Warning from History. Reinterpret Agitator.
 *  (Using the timeline (handout 5.7) and the documents) Small groups assigned a particular year to represent. They make a poster illustrating the political, economic and cultural events/conditions during a particular year. Posters are presented to create a timeline of events. Reinterpret Agitator.
 *  Café conversations with biographies. Given what you know about Germany at this time, how might your assigned person have voted in the 1932 election?
 *  Discussion and journal: How does the timeline help us understand voting choices/trends?
 *  Human timeline with handout 5.10
 *  Discussion and journal: What does “the fragility of democracy” mean? How can citizens keep democracy strong?

- Your ability to explain the phrase the “fragility of democracy” - The strength of your suggestions (you should include 2-5 suggestions) - The depth and accuracy of the historical evidence you use
 * Assessment: ** Write a letter to citizens in a young democracy explaining the phrase the “fragility of democracy” and suggesting how they can maintain and sustain the people’s voice in government. Use evidence from Weimar Germany in your letter. Your essay will be evaluated based on:

Additional resources:
These materials were distributed to teachers during a workshop on using the HHB Elective Outline: