Technology-integrated Lesson Plan

In the lesson plan that follows, I have integrated technology according to the following scenarios:

Scenario 1:

In the one computer classroom with internet access and overhead projection of the computer screen

Scenario 2:

In the six computer classroom, the computers arranged so that four students can work at each computer and they are linked to the internet

Scenario 3:

In the computer laboratory, one computer per student, each computer networked to the other.

Return to my Professional Portfolio

If Scenario One is the case in my classroom, then:

The “group tour” of the USHMM will become a teacher-guided tour using the overhead. The student emails to the USHMM will be  modified to a class email, in which each student will be responsible for the contribution of one comment, and one question if necessary.

 If Scenario Two is the case in my classroom, then:

The touring of the site and the email to the site will be done in teams.  Group sizes will be determined by the class size. 

 If Scenario Three is the case in my classroom, then:

 The following lesson will proceed as stated in the text of the lesson, needed no                    modification. (the lesson is written assuming that there will be one computer per student)

 Goal  

 Objectives 

     Cognitive:

                   After lecture and discussion, TSW list 4 rights denied the Jews during persecution. 

           TSW define the vocabulary associated with the lessons.

     Affective: 

                   TSW form judgments of about the genocide conducted by the Nazi’s.

      TSW develop an understanding of the ramifications of prejudice, racism and stereotyping in any society. 

Psychomotor:

      TSW locate on a map of Europe the national origins of death camp internees as well as the locations of the death camps.

     Concepts 

            “Nazi”: What were they, where did they gain power, during what time, what was their impact.

            “Holocaust”: What does the word mean, how is it applicable during WWII, what groups of people were affected, what it entailed, who enacted it and how.

             “Prejudice/Racism”: What do the words mean, how does it apply to WWII and the Holocaust, how can it be counteracted.

      Generalizations

             “Tolerance”

            “Empathy with the Jews”

 Activities

 1) Lecture

I will begin a lecture on the Holocaust by showing pictures of inmates in Nazi death camps.  I will address issues of the origin of the “Final Solution,”  Nazi Party beliefs about Jews, Jewish persecution, and the implementation of the “Final Solution.”  I will refer to maps of applicable areas as necessary.  This activity should take roughly 30 minutes, as the students have already studied some aspects of WWII . 

 2) Vocabulary and discussion

            I will pass out the vocabulary sheets to the students.  TSW use these worksheets during the discussion.  Since the definitions are already listed, the class will fill in facts related to the vocabulary words as we proceed with a discussion of their opinions and impressions of the Holocaust.

 3) Student Goals

            The students will make a list of their own questions and interests regarding the virtual fieldtrip (any specific information that they wish to find).  We will discuss these goals as a class to keeps these goals in mind as we navigate the website.

 4)Group Tour

             The class will meet in the computer lab and logon to the U.S.H.M.M. website (http://www.ushmm.org/outreach/).  I will review how to navigate the software and the website.  We will proceed through the website as a group.  I will read the material aloud.  The students will be free to ask questions and comment on the material we encounter.

 5) Goal attainment

            Following our “group tour” the students will use their list of personal goals for the website to evaluate how well our “tour” of the website’s information met their goals.  The students will then be free to explore the rest of the site further to answer any lingering questions and to explore their personal interests.  I will supervise their web navigation and be available as a source for clarification.

 6) Email

            The students will use the website links to contact the USHMM and give their reaction and opinion about their experience with the Virtual field trip as well as their opinion about the site as a whole.  The student may include any lingering questions they may have.  Any later responses by the USHMM will be shared with the class.

 7) Vocabulary

            In our next class, I will lead a compilation of new vocabulary words the students encountered during the fieldtrip.  The students will volunteer vocabulary words which they deem to be applicable.  We will decide on the wording of the definitions as a class.  The students will then write down this list of words to study for a vocabulary quiz.

 8) Acrostic Poem

            I will pass out the acrostic poem worksheet and assign the students to create a poem of their own.  The students will be free to work together, and/or consult each other in the creation of these poems.  When they have completed their poems, volunteers will be allowed to read their poems to the class.  We will then hang these poems around the classroom.

 9) Simulation

        The students will be broken up into groups of 3-4 and choose a point of view.  The students will “role play” one of the following: a Nazi soldier, a victim of the Holocaust, an American soldier, or a journalist.  Each group must have a journalist. The groups will then create an “interview” with each of the roles being presented.

            Return to My Professional Portfolio