Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Hope Downer

Position Social Studies Special Education Teacher

School/District Ackerman Academy

E-mail qdowner@devereux.org

Grade Level(s) 11th

Content Area Social Studies

Time line One week

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

By the end of this lesson students will be able to:

Describe the Nazi partys political, social, economic, and cultural policies
Summarize the rise of totalitarian rule in Europe in the 1920s and 1930s.
Summarize how Mussolini changed Italy
Describes Stalins impact on the Soviet Union

Georgia Performance Standards:
SSWH17: The student will be able to identify the major political and economic factors
that shaped world series between World War I and World War II
o e. Describe the nature of totalitarian and the police state that existed in Russia,
Germany, and Italy and how they differed from authoritarian government.
NETS*S Standards:
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology.
C. Students use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways.
6. Creative Communicator: Students communicate clearly and express themselves creatively for
a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to
their goals.

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 6B: Students create original works or responsibly repurpose or remix digital resources
into new creations.
6D: Students publish or present content that customizes the message and medium for
their intended audiences

Overview (a short summary of the lesson or unit including assignment or expected or possible products)
Students will begin the lesson by completing the K and W of a KWL chart. Students will describe
the nature of totalitarian and the police state that existed in Russia, Germany, and Italy by
collaborating with a partner to research information about the regimes of Benito Mussolini, Adolf Hitler,
or Joseph Stalin. Students will use their research to create an interactive online poster using Glogster.
Students Glogster will describe the leaders rise to power, the leaders impact in the countrys
economy, society, government, and arts/ media. Students will present their completed Glogster to the
class. To conclude the lesson students will use Padlet to post what they have learned about
totalitarian states of the 1930s.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple yes or no and should have many acceptable answers.

What are the main elements of fascism and how were they expressed in Germany and Italy?
What were the beliefs and policies of Nazi ideology, and how did these ideas lead to the
Holocaust?
In what ways was Stalins regime a totalitarian government?

Students will bring and build upon their prior knowledge of World War I, the global impact of the Great
Depression in the 1930s, and the 1917 Russian Revolution.

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Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

Students will create an interactive online poster using Glogster that will inform their peers about a
totalitarian leader in the 1930s. Students will generate new knowledge by using Evernote to read
information about Benito Mussolini, Adolf Hitler, and Joseph Stalin. In addition, students will generate new
knowledge by using the Internet to research a particular totalitarian leader. I will use both formative and
summative assessment to assess students progress and learning.

Formative- I will observe the students progress during partner reading and ask probing questions during
the work period. In addition, I will use students Padlet post to assess what they have learned about
totalitarian governments in Germany, Russia, and Italy.

Summative- I will use a rubric to evaluate students Glogster and their understanding of the nature of
totalitarian states.

Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)
Technology support student learning by providing students with multiple means of expressing their
learning in meaningful ways through the use of Glogster. In addition, technology support student
learning by providing students with the opportunity to collaborate and communicate with peers.
Online Tools: Glogster, Padlet, and Evernote
Research sites: www.biography.com www.history.com

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

For this lesson, students need to have prior vocabulary knowledge of the following terms: dictator
and regime. In addition, students need to have prior knowledge of using Evernote, Glogster, and
Padlet. To find out if students have this foundation, the teacher will have students complete a KWL
chart regarding totalitarian leaders and totalitarian states. In addition, the teacher will conduct an
informal survey assessment of students; knowledge by asking students probing questions regarding
Evernote, Glogster and Padlet.

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Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

Students will work in pairs using the schools computer lab to ensure equitable access to the
Internet while completing this lesson. To minimize off-task behavior and eliminate students from
accessing inappropriate websites, the teacher will provide students with a list of appropriate website for
the lesson and discuss the expectations for using the computers and internet. In addition, the teacher
will provide students with the username and password for Glogster and the link to the Evernote and
Padlet to ensure that students are able to access these tools. Furthermore, the teacher will access
Glogster, Evernote, and Padlet on the students computers to ensure that the schools network does not
have these website blocked.

Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Blooms Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

Students will work in pairs to engage in cooperative learning as they research a particular
totalitarian leader and create a Glogster analyzing the leadership of their totalitarian leader.
Cooperative Learning is done when students work together to accomplish shared goals. Each student
is responsible for his or her own learning and the learning of others in the group (Haager & Klingner,
2005). Cooperative learning groups are ideal for classroom that include students with learning
disabilities, because participants learn the assigned material and make sure that all other members of
their group learn the material as well (Haager & Klingner, 2005).
During the work period, the teacher will observe students progress and provide direct instruction
to struggling students. During direct instruction, the teacher will provide step-by-step instruction, ask
students probing question, and provide immediate feedback.
To ensure higher order thinking at the analysis and evaluation, students will use a graphic
organizer to research, describe, and analysis the impact of a particular totalitarian leaders
dictatorship. To ensure higher order thinking at the creativity levels of Blooms Taxonomy, students will
use a rubric to ensure all component are meet when creating their Glogster.

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Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

Students will be given a graphic organizer to help them organizer their notes and research. Graphic
organizers will help students with ADHD organize and focus on the content because graphic
organizers provide students with the tools to organize information, see the relationships between
ideas and more easily understand, remember, and apply information (IRIS Center, 2013).
Direct instruction will be provide to students to provide immediate feedback. According to Haager and
Klingner (2005), research on direct instruction suggests that when the teacher provides step-by-step
instruction and students are provided with many opportunities to respond to questions during the
lesson, direct instruction can be very effective for students with disabilities and low-achieving
students.
Partner reading strategies will be used to help students with learning disabilities in reading. Partner
Reading is effective for reading fluency and reading comprehension, because Partner Reading
provides students with learning disabilities in reading with a model of what fluent text should sound
like while at the same time increasing their understanding of the material (Haager & Klingner, 2005).

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Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)

Overall, the lesson was effective in increasing student engagement and promoting higher order of
thinking in the area of creativity and analysis. I believe that the students find the lesson meaningful and
worth completing because all students were engaged in the lesson and there was minimal off-task
behaviors. In addition, the lesson was meaningful to students because students were able to connect the
lesson to current events, such as comparing Hitler, Mussolini, and Stalin to Bashar al-Assad and Kim
Jong Un. The use of graphic organizers was very effective because it help students organize their
research and ensured that all components of the rubric was address. In addition, students reflections
using Padlet was effective because 100% of the class commented on Padlet describing what they
learned from the lesson.
Although, students were engaged in the lesson there was a small technical difficulty at the
beginning of the lesson. Glogster only allows one user to be sign-in per account. Because students were
using my Glogster account, the site was kicking the students out if more than one user was sign-in. To
solve the issue, I created five additional free-trial accounts.
If I taught this lesson again, I will add peer feedback to the Glogster presentation and a self-
evaluation. Adding these two components to the lesson will allow students to reflect on their performance
during the lesson and making necessary improvements for similar assignments.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
My advice for others are:
Ensure that all students have the correct link to Evernote and Padlet
Ensure that students have an account to Glogster
Provide students with graphic organizer and ensure that students graphic organizer are
completed before the begin creating a Glogster.
Pair students using mixed ability grouping

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 TOTALITIARIAN GLOGSTER RUBRIC

Assignment Description:
You and a partner will research a Totalitarian leader and their impact on the country in
which the ruled. Using your research, you and your partner will create an interactive online
poster using Glogster. Your Glogster must include the following information: address one
essential question, a brief bio of your leader, a brief description of their rise to power, an
analysis of their impact on the countrys economy, an analysis of their impact on the
countrys government, an analysis of their impact on the countrys society, and an
analysis of their impact on the countrys art and media. You will give a 3 minute
presentation of your completed Glogster
1- Beginner 2- Capable 3- Accomplished 4- Expert

Content- Post have several Almost all of the Almost all the All information
Accuracy inaccuracies in the information information provided provided on the
and Logic content provided by provided on the in the Glogster is Glogster is accurate
the students OR many Glogster is accurate accurate and all and all the
of the requirements of and almost all of requirements of the requirements of the
the topic were not met. the requirements of topic have been met. topic have been met.
the topic have been
met.

Organization The information Information is Information is Information is very

appears to be organized, but titles organized with titles organized with clear
disorganized and subheadings and subheading titles and subheadings
are missing or do
not help the reader
understand

Sources Some sources are not All sources are All sources are All sources are
accurately documented, but accurately accurately documented
documented. information is documented, but
incomplete or many there are a few
are not in the errors in format.
desired format

Presentation The presentation was The presentation The presentation The presentation was
too long or too short. was the appropriate was the appropriate the appropriate length.
The presenter did not length but seemed length but seem It did not seem hurried
speak clearly most of very hurried or too slightly hurried or too or too slow. The
the time and slow. The presenter slow. The presenter presenter spoke clearly
established little to no spoke clearly and spoke clearly most and distinctly and
contact with the distinctly only some of the time and established eye
audience. of the time. established eye contact.
contact.

Multimedia Glogster has no Glogster has one Glogster has one or Glogster has several
multimedia piece of multimedia more multimedia multimedias that add
that does not add that adds value to new information and
value to the the Glogster post value to the Glogster
Glogster post post.

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Name _____________________________________________ Date________________________________

Totalitarian Leader Glogster Graphic Organizer

1. Name of your totalitarian leader ________________________________________________
2. Brief bio (should include birthdate, birthplace, education or military training, early personal life)
____________________________________________________________________________________
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3. Description of their rise to power (how did they seized control)
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4. Analysis of the impact on economy (how did they change the economy?)
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5. Analysis of their impact on society (how did they change peoples lives living in their country?)
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6. Analysis of their impact on government (how did they govern the country?)
____________________________________________________________________________________
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 ____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
7. Analysis of the impact on art and media (how did they use art, religion, and media to reflect their
leadership?)
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8. What essential question will my Glogster address?
____________________________________________________________________________________
9. My answer to the essential question
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10. Sources that I used
a. ________________________________________________________________________________
________________________________________________________________________________
b. ________________________________________________________________________________
________________________________________________________________________________
c. ________________________________________________________________________________
________________________________________________________________________________
d. ________________________________________________________________________________
________________________________________________________________________________

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 References:
Haager, D. & Klingner, J.K. (2005). Differentiating Instruction in Inclusive Classrooms: The
Special Educators Guide. Boston: Pearson.

The IRIS Center for Training Enhancements. (2013). Study Skills Strategies (Part 2):
Strategies that Improve Students Academic Performance. Retrieved from
http://iris.peabody.vanderbilt.edu

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