EDSC 330 Strategy Lesson Template

This is a simplified version of the official EDSC Lesson Plan Template. If you prefer to use the full EDSC
Lesson Plan Template for this assignment, you are welcome to do so.

Names: Jorge Lavayen Subject Area(s): History

Lesson Topic: Rise of Hitler Grade Level(s): 10

Standards
Literacy Standard(s):
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
Content Area Standard(s):
CCSS.ELA-LITERACY.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social science.
English Language Development (ELD) Standard(s):
L.9–10.3, L.9–10.1, 3, 5–6
Collaborative
Exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topics
Productive
Justifying own arguments and evaluating others’ arguments in writing

Lesson Objectives & Supports

Content objectives:
How did Hitler take advantage of a Germany that has had enough of its current
political mishaps and pushed his own agenda and made it national diplomacy and
order to start a conquest that would make Germany the ultimate power and
superior to other nations, in his eyes of course.
Literacy objectives:
Analyze the text and articles given and extract some information that is able to
describe Hitler’s ulterior motives and conquest to make Germany a great nation like
it was before World War I, and a superior race to all other countries.

Academic vocabulary:
Tier II (General)
Tier III (Domain specific)

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed

Academic Instruction in English):
History Change Frames pg. 118 (Buehl 1992) guides comprehension by focusing
attention on groups of people who confront problems and cope with change and
provides a tool for analyzing important factual information through a historian’s lens.
By modeling the History Change Frame with a text, and although using the same chart
as the first day, it will be able to show the brilliance of manipulation Hitler did to get his
country rallied behind him to push his own political agenda and ideologies.
Assessment: How will you know if students met your objectives?
When the students fill out the worksheet of the Change Frames, they will be able to tell me in
detail what Hitler was capable of, and why this led to a nation rallying behind him and why
they felt the need to gain world dominance and national pride rallying behind him, not
knowing to what extent Hitler would take the war.
Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
I let the students know today is the last lesson of
Germany after World War I, and why it unraveled to
World War II. I reveal Hitler was the leader Germany
started to rally behind, and the leader who would take
Students go to their group, and are told to read two
advantage of the national hurt Germany was going
articles on the life of Hitler and how he took advantage
9 through. I pass the students out a worksheet they are
of the countries emotions to get himself into power and
familiar with from the first day and are told to get into
wage an all out war against the world.
the same group and discuss the two articles given to
them. They must fill out their own individual
worksheet, but can work together as a group to see
what needs to be put on the worksheet.
Lesson Body
Time Teacher Does Student Does
While students read both articles, I put a funny, yet
Students read the article and fill out their worksheet,
educational video about video, for entertainment and
while watching the youtube video and learning more
for finishing the three-day lecture. It details his life
25 min about Hitlers life. Once the video ends, they keep
well, and how he became a notorious leader. I also
finishing the worksheet and see how the Germanic
walk around and see if the students need any help or
people rallied behind his strange, yet unique way
are doing their chart
Once they have completed the charts, we discuss both
The Students discuss with the teacher what they
the video and the articles, sharing each others
watched and read, and brainstorm why the Germans
thoughts and opinions on why Germany rallied behind
rallied behind Hitler, and speak of what other choices
11 min such an evil leader, once seen in retrospect. We also
the Germans had. We also speak of Hitler’s amazing
discuss why the Western side didn’t really do much to
speeches and how his speaking expertise helped
prevent Hitler from going into power and becoming
convince the country of his ideas.
the catalyst to World War II
Lesson Closure
Time Teacher Does Student Does
I collect the worksheets and discuss how Hitler’s rise to
power, although tragic in retrospect, was very
intelligent and shows how human emotions can Children turn in the worksheet and ask last lingering
9 min change the views of a country. One man’s passion to questions of Germany, and prepare for the next topic in
convince the world is possible, proving that one man the next class, most likely World War II
can change the world with the right moments and
opportunities

Instructional Materials, Equipment & Multimedia

List any readings, websites, materials, handouts, technology, etc. necessary for your lesson.
Use APA format for any citations, and attach copies of any handouts or other print
materials used during the lesson.

Adolf Hitler. History.com. (2020). Retrieved 1 August 2020, from

https://www.history.com/topics/world-war-ii/adolf-hitler-1.

Buehl, D. (2017). Classroom Strategies for Interactive Learning (4th ed.). Stenhouse
Publishers.
Hitler Comes to Power. Encyclopedia.ushmm.org. (2020). Retrieved 1 August 2020, from
https://encyclopedia.ushmm.org/content/en/article/hitler-comes-to-
power.

https://www.nps.gov/common/uploads/teachers/lessonplans/TAT%20History%20Post%201845%20-
%20History-Change-Frame-Model-for-Projection.pdf for the worksheet

https://www.youtube.com/watch?v=ATlila3e9dM&vl=en for the youtube video made by Oversimplified

Differentiation:
Indicate how you could adapt this lesson for each of the following groups of students.
Adaptations might include additional literacy supports or scaffolds, texts written at multiple
levels, etc.

English learners: If an English learner does not understand a passage or a part, they could
highlight it and ask me before hand to explain a little bit, but they are still expected to read
the passage to the best of their ability.
Striving readers: Have the students read out loud if needed, if they can’t or don’t feel
comfortable, they can highlight things they can’t read and show me prior to class time.
Students with special needs: I could prepare a simpler lesson according to their IEP, but
in a way they would still be caught up with their classmates
Advanced students: I could go more into detail of other countries that were affected, like
the Chinese and the Japanese, and Russia who had problems of their own during that time