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Contemporary World History, The Great Wars in the 20th Century and their Impacts HIS002 Lesson Plan

for Unit 5 The Beginning of World War II
Schedule: Monday to Friday from 9:00 to 9:50 am Location: ---Class Length: 50 min. Instructor: Ariadna Lugo H. Students’ Age group: 15 to 17 Number of students: 15

Students’ Background Content Knowledge: Students learned about World War I in the previous three units and they have just taken an exam about the topic. They already know the events that led to this first conflict, the events during war and the social impact afterwards. Students’ Background Language Knowledge: These students have been placed in a lower intermediate level. They are in the range of 450 – 500 points in the Institutional TOEFL Test (approx. between 50 and 60 TOEFL iBT points). They are able to communicate effectively in spoken and written form, but with some syntactic and lexical limitations. They are not able to incorporate more complex structures in their speech of writing. They have difficulty to construct hypothetical expressions and speculations in their everyday communication; they haven’t mastered the indirect speech accurately yet. General Objectives: To have a general overview of what World War II was, which countries were involved, who played a major role in its development and some of the social implications the war had on civilians. Linguistic Objectives: To be able to construct hypothetical expressions and speculations. To practice the indirect speech, past tenses in active and passive form. To learn vocabulary related to World War II. Week's Topics and Skills Overview

Monday Topic Objective
World War II Overview To have a general idea of why, where and who fought WWII

The mind behind the War?

Time to leave

Time to leave… all to the same place?

The war through a child's eyes To learn about the Holocaust from Ann Frank’s diary.

To have a general idea of To know how civilians’, To learn about antiAdolf Hitler’s personality especially children’s lives Semitic practices during and how it influenced were affected during war war, sensitize students WWII times. about these practices.


World War II Overview Course HIST 002 Topic: To get the general information such as when, why, where and who was involved in the Second World War. Content Objective: To transfer information from a written text into any graphic organizer. To practice past tenses in passive and General Language active forms. Objectives:

Warm -up min 5


Language skill

Expected language expressions

Pre-Reading 5 min

WhileReading 15 min


Post-Reading 20 min Evaluation 15 min Homework

Ask students direct questions to recycle information learned in the previous units about Speaking & how WWI changed the world, what consequences it Notes from last unit. Recycling past tenses. Listening brought afterward. Make students connect facts about the War with their conclusions. In groups, ask them brainstorm what they already Encourage students to use the know about the Second World war, and let them expressions such as: “I think”, speculate where it was fought, which countries “I don't think”, “I am certain”… were involved and the reasons for the Second War ---Speaking etc. It may be necessary to to happen. Make them connect the political teach the expression “It might conditions at the end of the WWI to help them have happened because…" create their hypothesis. Divide the text into 5 different sections: What was Reading "World War II" World War II? Who fought WWII?, The War taken from the BBC Spreads, How did the War end? The Holocaust. history webpage for Form 5 teams and give one section to each team. children. Reading The text is narrated in simple Ask ss. to read and use their dictionaries if they Speaking and passive tense. ls/primaryhistory/world_wa need to. * r2/world_at_war/ Ask students to discuss among the members of their team what the text was about. Students can use a monolingual dictionary if they feel the need to, but this text has intentionally been selected in a lower level so students don't struggle with language but to focus on content After reading the text, ask students to choose a Emphasize the importance of graphical way to explain the information in their communicating in English all Notebooks, paper sheets, 4 language section to their classmates. They can use time the time. They will be markers. skills lines, flow charts, spider maps, etc. or any other practicing how to negotiate visual graph that best explain their information. meaning. After preparing this graphic, ask each team to Speaking Past tenses in passive and Tape or markers to draw show it to the class and explain their information. Listening active form are expected in their graphs on the board They should be able to responding to any question. this task Give students the entire text to read at home. Tell them to be ready to take a quick quiz next class.


HIST 002 Course Content Objectives: General Language Objectives: The mind behind the War Topic: To have a general idea of who Hitler was, about his early life his personality and his role in World War II. To infer and hypothesize from facts. To expand vocabulary to describe people's personality.

Warm -up 5 min Review 10 min Distribute a handout with general questions to review last class' content. Divide the class into groups; provide each team a map to mark in red the countries in the Axis Powers and in blue the Allies. Provide a second map for the team to mark in red those countries occupied or attacked by Nazis Elicit information from ss. about the Nazi's and its leader. Tell ss. to pay attention to a video about Adolf Hitler's early life, and to speculate what type of information they may listen to. Give a handout with true / false questions to read before the video for them to answer the questions while watching. Play the video twice if students need it.

Handout with questions World maps, the text from a day before and color pencils

Language skill
Reading & Writing Speaking, Listening & Reading

Sample of expected language
When was WW2 fought? What countries were involved in it? Where did it take place? Etc. Encourage students to communicate in English. Encourage students expressions like: It's obvious that… I guess… I imagine, It is possible that

Pre-listening viewing 5 min While watching and listening 15 - 20 min Post Listening 15 - 20 min Note: Homework

Video: Adolf Hitler: The Greatest Story Ever Told Part 1.

Hitler was born in Switzerland (T F) His father was loving and Listening caring (T F) He wanted to be a Reading politician since he was a h?v=lejfGhWeakY&feature=BFa teenager (T / F) etc. &list=PL14336C517D31C52D. Form teams and ask them to write a profile of He was a violent man because Hitler's personality providing reasons to support it. he was beaten when he was a The information from the Speaking / Ask them to speculate what would have happened if child. What would have video Listening Hitler had been an artist or had not been beaten by happened if Hitler … He his dad… wouldn’t have … Adjectives formed by two words can be introduced in this task: e.g. Single minded, bad tempered, well educated, well rounded, well known, long anticipated, to name a few. If students require explanation about the conditional form, spend some time explaining. Provide the video's website for them to see it at home. Ask them to write a description of his personality and how it affected his decisions later in his life and how they impacted on History's mankind.

! ! !

Course HIST 002 Topic: Time to leave….
Content Objective:
General Language Objectives:

To raise consciousness of how WWII impacted everyday living in countries involved in it, especially in children's lives. Practice expressing speculations, recycle descriptions, practice note taking and indirect speech in past.

Review 5 min Pre- listening 5 min Ask students to share their writings about Hitler’s personality and the way it affected world’s events. Show some photographs from the children's evacuation in England for them to infer what may be happening. Let them speculate where the children are going and the reasons

This task was assigned as homework a day before
Pictures taken from BBC London website ls/primaryhistory/world_wa r2/evacuation/

Language skill
Reading Speaking, Listening & Reading

Sample of expected language
Recycled language is expected to come up. Encourage students to use the modal verbs to express certainty or uncertainty: "They may be going", "They must be going to…" Skills in note taking are expected to be practiced in this task

Listening 5 - 10 min

Ask ss to listen carefully to a text about children's Text taken from the BBC evacuation during war. While you (or a guest webpage native speaker reads it) ask them to take notes of those details or key words they consider important y/british/britain_wwtwo/ev to remember the content. Allow peer feedback acuees_01.shtml#one afterwards. Provide an extension of this topic. Provide more details about Operation Pied Piper and let students share their ideas, ask questions and express their opinions and impressions. History book selected for this topic

Listening & Writing

PostListening 10 min

Listening & Speaking

All language, specially questions in past tenses are expected

First page of the Ken Gules Introduce Ken Giles (a kid who was evacuated resource pack taken from twice during war times in England) Distribute a Pre - Reading "Second World War Experience handout with his picture. Ask students to write a Pack" http://www.war5 min description on the label already provided on the uation/giles.asp handout Divide students into A and B. A ss receive Ken's story and B ss his letters to his parents. Once they Ken Guiles' story and his Reading read their assigned pieces, pair A and B to share letters taken from the 15 min information. Ask them to write a summary of Ken’s same internet resource. experience and how they think he might have felt during his time as an evacuee.

Reading & Writing

Recycle adjectives to describe someone’s personality.

Reading & Speaking

All language is expected to come up.


Ask students to research and bring information about Rationing during war times. Ask them to find what items people were allowed to buy monthly per person or per family and bring their findings to class. Bring a reflection to class on how their everyday activities would be affected if a war started tomorrow.



HIST 002 Course Content Objective: General Language Objectives: Topic: Time to leave… all to the same place? To introduce the concept or “Rationing” during war times. To learn about who and how the Holocaust affected. To raise awareness about Semitic practices even in our days. To practice how to give suggestions and opinions. To expand their vocabulary about specific terms in Second World War.

Review 5 min Pre Speaking 5 min Speaking 10 min PostSpeaking 5 min
Ask students to share their reflections on how their lives would change if there were an evacuation notice in the city where they live. Group students and provide some general questions about rationing. They answer them with the information they researched for homework. Unify the information after this task. Ask students to imagine their team is a family during WW2 and they need to write a shopping list. Ask them to decide on what they can buy and how much for a month supply Students share shopping lists with the rest of the class and compare them. This activity is expected to raise consciousness of the amount of food people had during war times. Ask ss if all children went to the same place where they were evacuated. Explain that not all children went to the same place, especially if they were Jewish, Gypsies, Jehovah’s Witnesses or officially disabled. Draw the attention to Hitler's idea that Jews were the cause of his country to fail. Show pictures about anti-Semitism from the internet Show some photos from the web about children during the Holocaust. After viewing the slideshow, ask students to describe the places and the conditions children were exposed to. Ask them to reflect if there are racial and/or religious discriminatory practices in our days and to explain them.

The reflection was left as homework last class. Articles and other material they brought to class as homework. Information from the previous tasks

Language skill
Speaking & Reading All language skills Speaking Critical Thinking Listening & Speaking

Sample of expected language
"If we received an evacuation notice, I wouldn’t…" What was Rationing during the war? What items were people allowed to purchase monthly? Encourage students to use English at all times. Students are required to use English all the time to reach to an agreement.

Board & Markers

Lecture 10 min

Notes from History books for the teacher. Pictures of anti-Semitism taken from http://www.theholocaustex

Listening & Speaking

All language is expected to come up.

Pre Writing & Writing 15 min

Video taken from /watch?v=xxZ9U8NHIWo


Useful vocabulary: Concentration Camps, badge, gas chambers, starvation, brutal labor, ditches, carts. Encourage the passive past tense use and the use of modals to express suggestions.


Provide students with some webpages for them to read about the holocaust and Hitler’s hate towards Jewish and other minorities. Students have to write their impressions about the topic and bring it next class. Ask them to include in their reflection about modern discriminatory practices and suggestions on how it can be prevented


HIST 002 Course Content Objective: General Language Objectives: Topic: The war through a child's eyes To know who Anna Frank was, why he was famous for and her legacy. Recycle language such as question formation, past tenses, modals to suggest, etc.


Ask students to share their impressions and thoughts about the Holocaust slideshow from last class and to provide examples of modern discrimination activities and how they could avoid them. Introduce the name of Ann Frank. Elicit how much they know about her. Ask specific questions about where she was born, where she lived, how old she was, how the world knows about her, etc. Show a short video about Anna Frank's diary. Provide a "fill in the gaps" handout to help them focus on specific details of the video. Ask them to read the questions before viewing Ask ss. to check their answers with the their classmates and clarify any question they may have. Expand the topic with comments and questions from students Pair students telling them they both are siblings during WWII. They belong to a minority group and have to run away in the woods. You can only take a small suitcase with 10 personal belongings each for maybe a month or more. What items would they take with them and why? Writing project: You have been in the woods hiding for a week already, write 5 diary entries to describe how you felt, what you saw, what your thoughts and fears were and what hopes you have for the time the war is over. Use as much historical background you can in your entries.


Language skill

Sample of expected language
All language is expected

Warm - up 5 min

Their homework notes

Pre Listening 5 min

--Video about reading Anne Frank's diary from atch?v=xVkc-0cI91o

Listening & Speaking

Recycled language

Listening 10 min PostListening 10 min

Reading & Listening Reading Speaking & Writing Listening, speaking and Critical Thinking

Handout with questions Handouts provided before

Questions: Anne Frank was born in ____ (year) He lived in ____ (city). Etc.

Recycled language

Speaking 10 min

Notes about evacuation, rationing

Encourage students all the time to speak English.

Evaluation 10 min

Notes of this week's information.


All language is expected to be recycled. Provide an example of the type of entries.


Present the project next week in the format of a diary and to bring it to class. All the diaries will be exhibit as in a museum.