Lesson: Social Studies Lesson Plan

Unit Overview
Main Idea (Claim) Summative Assessment
Students will learn the events that Students will be writing short essays
encompassed the world during the rule of about Hitler and the Nazi Regime.
Hitler and the Nazi party. The students will
see how the Lord was faithful even in this
dark part of history.

Guiding Questions Objectives (know/understand/do/value)

1.What caused Hitler to be a monster to
the European countries he conquered?
2. What caused the Jewish holocaust that
killed about 6 million Jews?
The student will . . .
understand how to value the contributions
of the Allied Powers in defeating the Nazis
so that todays freedom is experienced

3.Why were the Nazis cruel conquerers? know how to love the people of God-the
Jews through the past terrors inflicted to
them in the Holocaust
Time Instructional Procedures and Strategies
Beginning the Lesson
3-5 I will start the class by showing them a video of Adolf Hitlers speech to the
minut Nazi party in 1939 before World War 2 started. Secondly, I will ask them a
es simply question whether Hitlers oratory skill influenced the Germans to go to
war or not.
Developing the Lesson

I will basically lecture with the use of powerpoint, when and where Hitler was born
8-10 which was in April 20, 1889 in Linz, Austria. I will further discuss his early years as
minut
a teenager about him being an ethnic Austrian by blood, how he lost his father, and
es
his great interest in art. Furthermore, I will also highlight Hitlers service to the
Bavarian German army during WW1 and how this helped him to gain power in the
future.

Closing the Lesson

I will close my lesson through giving my students homework to review for todays
lesson and get ready for the quiz in the next meeting. I will also ask them to read 1
3-5 chapter from Hitlers book, Mein Kampf.
minut
es

Formative Assessment Differentiation

For students who are auditory I will share
Students will always meet a quiz from the a link:
previous lesson every time I will start the https://www.youtube.com/watch?v=8-
class. MS7TRuF3I
 2
Mr. Clark Deveza The Rise and Rule of Hitler and the Nazi Regime two weeks
Grade 8
20 min

Students are required to present a Nazi For students who are visual learners and
themed WW2 play in class. did not get my lecture well. I will post all
my slides in moodle and sent it all to them
by email only by request.
Resources

Powerpoint slides, cut printed papers for quizzes, markers for the white board, and the
book Mein Kampf.

Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment
copied from the unit plan in order to keep
the goal in mind during the writing and
implementation of the lesson plan.
Guiding Questions these questions guide the inquiry for
the lesson, leading students toward a
rich understanding of the objectives for
the lesson and ultimately, the unit.
Factual- knowledge or fact-based
questions
Conceptual- questions that enable
exploration of big ideas that connect
facts and topics
Debatable- questions that expose areas
of ambiguity, disagreement, or tension
within the unit of study
Objectives The specific aims of the lesson. As a
result of the instruction, this is what the
students are expected to know,
understand, and be able to do. These
should align with and lead to the unit
understandings, knowledge and skills.
Time - Marks the amount of time needed for
each stage of the lesson. Enables
effective time-management for the
teacher.
Beginning the The opening or warm-up that will
Lesson engage the learner, producing creative
tension. May include review and/or
activation of prior knowledge.
Developing the The content learned and the strategies
Lesson employed towards that end
Closing the Lesson A conclusion or review of what was
learned, providing closure to the lesson.
Formative Assessment throughout the lesson that
Assessment provides feedback that can be used to plan
or alter instruction. Should prepare
students for the summative assessment.
 2
Mr. Clark Deveza The Rise and Rule of Hitler and the Nazi Regime 50 minutes
Grade 8

Differentiation ways of modifying instruction to meet

the needs of diverse learners
Resources any texts, materials, technology,
people, places or other resources that
have informed the unit and learning
experiences

Unit Overview
Main Idea (Claim)
Students will learn the events that
encompassed the world during the rule of
Hitler and the Nazi party. The students will
see how the Lord was faithful even in this
dark part of history.
Summative Assessment
Students will be writing short essays
about Hitler and the Nazi Regime.
I will set them up in groups and ask them
multiple questions from the class and the
team that gets the most correct answers
will win a prize.

Guiding Questions Objectives (know/understand/do/value)

Taken from the previous lesson: The student will . . .

1. Where was Adolf Hitler born? Know how the Nazi Party started and how
2. What was his nationality? it rose to supreme power.
3. When did his father pass away?
4. What was his military rank during Understand how Mein Kampf was
the first World War? influential in bringing Adolf Hitler to
supreme power and founded the whole
Nazi Party.

Time Instructional Procedures and Strategies

Beginning the Lesson
5
minut I will ask all my students to put all their things aside. Then I will ask them to
es get one fourth sheet of paper and prepare for a quiz from the previous lesson.

Developing the Lesson

I will continue my lesson about Hitler and the Nazis reign of terror during World
War 2 by starting it off again with a lecture. I will proceed by talking about Hitler
being bitter after the end of World War 1. This caused him to speak in public about
40
minut
anti-semitism and the superiority of the German race. At first, he was thrown to
es prison after declaring his beliefs. However, this only caused him to write his book,
Mein Kampf in his time in prison. During this time, the people of Germany were
looking for a great leader to deliver them from the countrys financial depression.
 3
Mr. Clark Deveza The Rise and Rule of Hitler and the Nazi Regime 50 minutes
Grade 8

When Hitler was released he imparted his views once again on anti-semitism and the
superiority of the Aryan race. This promoted the Mein Kampf and convinced
Germanys majority on Hitlers views. Then the Nazi Party was born. Furthermore,
I will discuss with my powerpoint slides and will put everything I want to emphasize
on the white board. In addition, the method of Hitler taking power by force will be
explained and how his Nazi army invaded Poland in 1939 and divided it with the
Russians. Finally, how the Germans slowly discriminated Jews and eventually led to
the construction of concentration camps around Nazi territories.

I will group my students in pairs and ask them a several questions from todays
lesson and the previous one. They must be able to race their hand first before the
other teams so that I will entertain them. The group who gets the highest point wins
and will avail a simple price. Fifty thousand rupiah worth of JCO donuts.

5
minut
es

Closing the Lesson

I will give them homework to review for the upcoming quiz.

Secondly, I want them to write a short essay of how the Nazi Party was founded by
Adolf Hitler and how this was terrible news to every Jew living in Europe. This will
be due in the next meeting. Maximum of 500 words, APA format, and double-spaced.

Formative Assessment Differentiation

I will devise a quiz every time I start my
class.
For students who did not understand my
lecture I will put all my slides in moodle.
This is really helpful for visual learners. If
they have hard time in following the essay
format. I will send them a link to a helpful
website.
tps://owl.english.purdue.edu/owl/resource/
747/2/

For auditory learners, I have purposefully

recorded myself during lecture time so
that they could access audio files of my
lectures in moodle.
Resources
Powerpoint slides, cut printed papers for quizzes, and markers for the white board.
 4
Mr. Clark Deveza The Rise and Rule of Hitler and the Nazi Regime 50 minutes
Grade 8
 1
Mr. Clark Deveza The Rise and Rule of Hitler and the Nazi Regime 50 minutes
Grade 8

Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment
copied from the unit plan in order to keep
the goal in mind during the writing and
implementation of the lesson plan.
Guiding Questions these questions guide the inquiry for
the lesson, leading students toward a
rich understanding of the objectives for
the lesson and ultimately, the unit.
Factual- knowledge or fact-based
questions
Conceptual- questions that enable
exploration of big ideas that connect
facts and topics
Debatable- questions that expose areas
of ambiguity, disagreement, or tension
within the unit of study
Objectives The specific aims of the lesson. As a
result of the instruction, this is what the
students are expected to know,
understand, and be able to do. These
should align with and lead to the unit
understandings, knowledge and skills.
Time - Marks the amount of time needed for
each stage of the lesson. Enables
effective time-management for the
teacher.
Beginning the The opening or warm-up that will
Lesson engage the learner, producing creative
tension. May include review and/or
activation of prior knowledge.
Developing the The content learned and the strategies
Lesson employed towards that end
Closing the Lesson A conclusion or review of what was
learned, providing closure to the lesson.
Formative Assessment throughout the lesson that
Assessment provides feedback that can be used to plan
or alter instruction. Should prepare
students for the summative assessment.
Differentiation ways of modifying instruction to meet
the needs of diverse learners
Resources any texts, materials, technology,
people, places or other resources that
have informed the unit and learning
experiences

Lesson: Social Studies Lesson Plan

 2
Mr. Clark Deveza The Rise and Rule of Hitler and the Nazi Regime 50 minutes
Grade 8

Unit Overview
Main Idea (Claim) Summative Assessment
I will collect from my students their short
The students will learn about 3 of Hitlers
essays about how the Nazi Regime started
most cruel generals.
and how this was terrifying news to the
Jews in Europe.
How most of the countrys funds went to
its Nazi army.
For the next homework, students will be
set up in four groups and will need to
The fall of the Nazi Party, Hitlers suicide,
present a certain topic from today or from
and the end of World War 2.
the previous lessons. A group
presentation in front of the whole class.

Guiding Questions Objectives (know/understand/do/value)

How cruel were Hitlers 3 top generals? The student will . . .
Understand that cruelty is a great offense towards a
How did Nazi Germany lose World War 2? human being or any living creature.

Why did Adolf Hitler commit suicide? Know about 3 of Hitlers most cruel generals.
Time Instructional Procedures and Strategies
Beginning the Lesson
5 I will once again start my class with a quiz. So I will instruct all my students to put
minut their things aside and grab one fourth sheet of paper and get ready to answer when I
es say so.
40 Developing the Lesson
minut
es
Through the use of my powerpoint slides and the use of the white board. I will start
off by introducing the masterminds of the concentration camps and as a whole the
Holocaust. Hitlers most cruel generals, Adolf Eichmann, Josef Mengele, and
Heinrich Himmler. I will explain in detail how these 3 imprisoned, killed through gas
chambers, and publicly executed Jews from all over Europe. Particularly, General
Himmler was the mastermind of putting gas chambers in concentration camps since
Hitler did not want to be actively part of that dirty work. Hitler never visited a single
concentration camp in his life time. Secondly, I will lecture to my students how the
Allied Powers particularly Russia and the United States were able to win battle after
battle against the Nazi army. This eventually led them to enter Germany and strom
Berlin, the capital of Germany. This is the main cause of the fall and defeat of the
Nazi Party in World War 2. Lastly, this led to Hitler bunker suicide with his wife,
Eva Braun.

The groups will now present their powerpoint presentations in fornt of the whole
class.

3-5
minut Closing the Lesson
 3
Mr. Clark Deveza The Rise and Rule of Hitler and the Nazi Regime 50 minutes
Grade 8

es I will end by leaving my students with a famous quote from Winston Churchill and a
verse from the Word of God.

Success is the ability to go from one failure to another with no loss of enthusiasm.
-Winston Churchill.

teaching them to observe all that I have commanded you. And behold I am with
you always until the end of the age. Matthew 28-20 and preceded by a closing
prayer.

Formative Assessment Differentiation

My students will answer a quiz from every
previous lesson that we tackled.
For students who did not understand my
lecture I will put all my slides in moodle.
This is really helpful for visual learners. I
have also attached a video for students to
view and it is about how the Germans lost
World War 2.

https://www.youtube.com/watch?
v=Q78COTwT7nE

For auditory learners, I have purposefully

recorded myself during lecture time so
that they could access audio files of my
lectures in moodle.
Resources
Powerpoint slides, cut printed papers for quizzes, and markers for the white board.
 1
[Teacher Name] [Unit Title] [Unit Length]
[Class/Grade]

Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment
copied from the unit plan in order to keep
the goal in mind during the writing and
implementation of the lesson plan.
Guiding Questions these questions guide the inquiry for
the lesson, leading students toward a
rich understanding of the objectives for
the lesson and ultimately, the unit.
Factual- knowledge or fact-based
questions
Conceptual- questions that enable
exploration of big ideas that connect
facts and topics
Debatable- questions that expose areas
of ambiguity, disagreement, or tension
within the unit of study
Objectives The specific aims of the lesson. As a
result of the instruction, this is what the
students are expected to know,
understand, and be able to do. These
should align with and lead to the unit
understandings, knowledge and skills.
Time - Marks the amount of time needed for
each stage of the lesson. Enables
effective time-management for the
teacher.
Beginning the The opening or warm-up that will
Lesson engage the learner, producing creative
tension. May include review and/or
activation of prior knowledge.
Developing the The content learned and the strategies
Lesson employed towards that end
Closing the Lesson A conclusion or review of what was
learned, providing closure to the lesson.
Formative Assessment throughout the lesson that
Assessment provides feedback that can be used to plan
or alter instruction. Should prepare
students for the summative assessment.
Differentiation ways of modifying instruction to meet
the needs of diverse learners
Resources any texts, materials, technology,
people, places or other resources that
have informed the unit and learning
experiences