Teacher Candidate: Caitlin Teetor

Date: October 27, 2014

School: Stonewall Jackson Middle School
Grade/Subject: 6th Grade Social
Studies
Lesson Topic: World War II- Totalitarian Governments at the beginning of the war
INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES:
1. Students will make connections between World War I and World War II by
discussion of the Treaty of Versailles and rise of totalitarian governments.
2. Students will be able to define the term totalitarianism.
3. Students will be able to name the four countries (Germany, Italy, Japan, and the
Soviet Union) that had totalitarian governments during the beginning of World War
II.
4. Students will be able to explain why each of the four countries utilized a
totalitarian government during the beginning of World War II.
5. Students will be able to identify prominent leaders (or group of leaders) of the
totalitarian governments.
6. Students will demonstrate teamwork by working in small groups of two to three
students per group.

WV CSOs
SS.6.H.CL3.1 Summarize the rise of totalitarian governments in Germany, Italy,
Japan and the Soviet Union.
SS.6-8.L.4 Determine the meaning of words and phrases as they are used in a
text, including vocabulary specific to domains related to history/social studies.
SS.6-8.L.7 Integrate visual information (e.g., in charts, graphs, photographs,
videos or maps) with other information in print and digital texts
NATIONAL STANDARDS
NSS-WH.5-12.8 ERA 8: A HALF-CENTURY OF CRISIS AND ACHIEVEMENT, 1900-1945
MANAGEMENT FRAMEWORK
Overall Time- 60 minutes
Time Frame- 7-10 min. Watch Channel One and complete Sponges

10 min. Teacher introduction, instructions for project, splitting into

groups
30 min. Student activity in small groups
10 min. Clean up, verbal quiz (assessment), closure

STRATEGIES
The strategies to be used in this lesson plan are: teacher/student led discussions,
teacher demonstration, and group activity.
DIFFERENTIATED INSTRUCTION/ADAPTATIONS/INTERVENTIONS
Differentiated instruction for three hearing impaired students in the first of four
social studies classes will be met by using a microphone located in the classroom as
well as utilizing subtitles (if available) on the Channel One News. The instruction will
be adjusted in order to fit visual, auditory, and kinesthetic styles of learning for all
students. The lesson will help visual learners as they have to search through the
textbook in order to find the information needed for the project as well as the
instruction shown on the SMART board and a demonstration of what the students
are to do. The instruction will help auditory learners with directions being verbally
given and also when students are communicated with one another while working on
the project together. Kinesthetic learners will be met as they are physically working
with the handmade booklet (attached) as well as the textbook.

Multiple intelligences addressed (check all that apply):

___X___ Verbal/linguistic

______ Naturalist

___X___ Spatial

___X___ Interpersonal

___X___ Logical/mathematical

______ Intrapersonal

___X___ Bodily-kinesthetic
______ Musical

______ Existential
______ Others (explain):

The multiple intelligences that are addressed in the lesson are those checked
above. Verbal/linguistic intelligence is addressed by verbally presenting what is to
happen in the lesson and as students communicate with one another in group work.
Spatial intelligence is addressed as students are working with a visual
representation of the information (handmade booklet). Logical/ mathematical
intelligence is addressed by students searching in the textbooks and making
inferences as to why each of the countries discussed chose to have a totalitarian

government at the beginning of World War II demonstrating their ability to logically

think. Bodily-kinesthetic is addressed by the physical action of the hands-on work of
the project. Interpersonal is addressed by the students communicating and
understanding the abilities of their fellow classmates.
PROCEDURES
Introduction/Lesson Set

Students will watch Channel One news and complete Sponges.

Students will be asked what they remember happened after the conclusion of
World War I. This opening question will lead to a short discussion about the
Treaty of Versailles and the economic downturn after the First World War and
how those two aspects, as well as the rise of totalitarian governments, were
the reasons for the start of World War II.
The assignment will be introduced by having a visual representation on
Google Docs (attached) for visual learners and hearing impaired students. A
short demonstration for how students are to fill out the booklets will also be
included in the introduction of the lesson.

Body and Transitions

Students will get into groups of two to three students

Booklets will be handed out to every student
Students are to work together searching through their textbooks to complete
the booklet, but every individual student will turn in a booklet

Closure
Teacher will stop students and verbally give a short quiz to see what the students
have learned by this activity. Teacher will ask students to clean up and prepare for
dismissal.

ASSESSMENT
Diagnostic evaluation (objective 1):
Diagnostic evaluation will be competed when introducing the content to the
students prior to starting the activity. This will show how much the students
remember about the ending of World War I and also if they can make the
connections between the two World Wars.
Formative assessment (objective 6)
Formative assessment will be completed as the teacher walks around the classroom
to make sure that the students are on task, working with classmate on project, and

if they are having trouble meeting the objectives such as making inferences as to
what is considered a reason for why one of the countries had a totalitarian
government.
Summative assessment (objectives 2, 3, 4, 5)
Summative assessment will be completed at the end of the lesson when giving the
verbal quiz to the students to see what they have learned at the end of the activity.
Questions will be posed to entire class and students can answer after raising hand.
MATERIALS
Teacher materials:

Sectioned paper handouts (ATTACHED)

Instructions (brought up on the SMART board in the classroom) (ATTACHED
PAPER COPY)

Student materials:

Pencil
The textbook (ISBN: 9780547484709 )

EXTENDED ACTIVITIES
If Student Finishes Early
If a student finishes early he or she may get their assigned laptop from the mobile
laptop lab and get on the program Achieve 3000. Achieve 3000 helps students to
increase their skills in the areas of reading and writing. Students are allowed to
choose whatever activity they want on Achieve 3000 and to work on the program
until the end of class. This fits under the concept that students are to try to work on
Achieve 3000 for at least ninety minutes a week.
If Lesson Finishes Early
If all students are able to complete the assignment before class is over, the World
War II Causes BrainPop will be shown. After the students are done watching the
BrainPop video, the after-video quiz will be taken collectively as a class. Depending
on the behavior of the class on that day, a student may (or may not) come up to the
front of the class and be in control of reading the questions out loud and choosing
the answer that the class agrees on.
If Technology Fails

If technology fails, not many changes will have to be made. Technology was only
going to be used for the students to do their sponges and to show the instructions.
If the technology failed, then students would not do their sponges for that day and
the instructions would be verbally said instead of shown on the SMART board. If a
student was not allowed to use technology, such as when getting on Achieve 3000,
he or she would instead find a Time magazine located on a bookshelf in the back of
the classroom, read an article, and write down five or ten facts that they learned by
reading that article.
POST-TEACHING
After completing this lesson, I know have a better understanding of what will work in
a classroom and what will not. I feel that the assignment that I gave the students
was not that hard. The students did have trouble though looking in the book and
making predictions and inferences. I am not sure how to change the lesson because
the material will still remain. I tried to help the students as much as I could, but
there is only so much that one can do without directly giving the answers to the
questions. I definitely understand that I need to improve on how I give instructions
to students. I think that somewhere during my introduction I confused a couple of
the students. For future lessons I will improve on my delivery of the content and
instructions as well as focusing on providing better assessment of the students. I did
not realize the sheer importance of assessing the students until I was in the
classroom and seeing that I did not know if the students understood and
comprehended the content. I know where I need to make improvements and will
work on providing students with clearer instructions and better assessments.