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Home > Social Studies Methods > Lesson

Lesson

Context: I wrote this lesson plan as part of a unit, taught to Martha Saffer's sixth grade class at Blue Ridge Elementary.  The unit was on World War I and II and the Holocaust, and this integrated lesson was taught in the middle of the unit.   

Impact: As a teacher, I will be responsible for teaching social studies content to my students.  Practicing writing lessons like this one is a good preparation for when I plan integrated, worthwhile social studies lessons each day. 

I have addressed the following objectives from the North Carolina Standard Course of Study:

Competency Goal 4

4.01 - Describe the patterns of and motives for the migrations of people, and evaluate their impact on the political, economic, and social development of selected societies and regions.

4.03 - Examine key ethical ideas and values deriving from religious, artistic, political, economic, and educational traditions, as well as their diffusion over time, and assess their influence on the development of selected societies and regions in South America and Europe.

Students thought critically about the ethics surrounding the Holocaust throughout the creation of their products.

 Competency Goal 7

7.01 - Identify historical events such as invasions, conquests, and migrations and evaluate their relationship to current issues.

7.02 - Examine the causes of key historical events in selected areas of South America and Europe and analyze the short- and long-range effects on political, economic, and social institutions.

Students learned about the causes of the Holocaust through a brief lecture and we applied it to current issues by discussing whether it could ever happen again.

Competency Goal 8

8.02 - Describe the role of key groups and evaluate their impact on historical and contemporary societies of South America and Europe.

Students examined the contributions of both the Nazis and the Jews, two key groups throughout Europe. 
Competency Goal 12

12.01 - Examine the major belief systems in selected regions of South America and Europe, and analyze their impact on cultural values, practices, and institutions.

Students spent an entire lesson on Judaism, a prevalent belief system found throughout Europe and the rest of the world.

 

Alignment: I have met the following NCDPI standards:

Standard 4

  • Indicator 1 because I used my understanding of world cultures to design and teach a successful lesson.  I took care to be sensitive of differences in religions and in doing this, created an atmosphere of acceptance. 
  • Indicator 8 because my sense of history guided my lesson planning. 

Standard 11

  • Indicator 5 because I had the children type their tattoo explanations into a Word document that will be added to my web page for everyone to read.
File Attachments:
  1. Lesson and Reflection Lesson and Reflection
Author: Morgan Gill
Last modified: 4/21/2006 12:02 PM (EDT)