ROMS
Lesson
Plan
Teacher: Mark Andrews
Course: 7th Grade Social Studies
Dates: March 23-27, 2015
Period(s):.Core 1, 2, 3, 4
Topics: Hitler and the Holocaust, The Cold War
Common Core or Essential Standards & Essential Questions
7.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
7.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
7.C&G.1.1 Summarize the ideas that have shaped political thought in various societies and regions.
7.C&G.1.4 Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials,
anti-governmental groups and religious, political factions).
7.C.1.2 Explain how cultural expressions (e.g. art, literature, architecture and music) influence modern society.
Specific Daily Objectives
Students will be able to discuss the reasons why Hitler targeted the Jews in his Final Solution.
Monday
Students will be able to identify and briefly describe key terms, people and places of the Holocaust.
Tuesday
Students will be able to analyze and discuss themes of the Holocaust through viewing a film.
Students will be able compose a five-paragraph essay that focuses on terms and concepts of the Holocaust.
Students will be able to analyze and discuss themes of the Holocaust through viewing a film.
Wednesday
Students will be able compose a five-paragraph essay that focuses on terms and concepts of the Holocaust.
Thursday
Students will be able to identify the primary causes of the Cold War (1945-1989).
Students will be able to identify and briefly describe key terms, places, and people of the Cold War.
Friday
Students will be able to compare and contrast letters exchanged between Nikita Khrushchev and John F. Kennedy.
Students will be able to discuss the escalating tensions between the United States and Soviet Union in the 1960s.
How Will You Assess Student Learning?
Do Now / Bell Ringer
Quiz
Exit Tickets
Test
Homework
Notebook Checks
Performance/ Project Based
Class Discussions
Visual Assessments (Thumbs UP, etc)
Monday
Other: (please include)
Daily Packets: students will complete Daily Grammar and writing
activities.
Activities, Strategies, and Tasks
o Daily Grammar (students will correct topic-based sentence with multiple
spelling and grammar mistakes)
o Week at a Glance (World History Website)
o The teacher will read “Why the Jews” article with students and discuss main
concepts and key vocabulary
o Students will complete several questions pertaining to the article
o Students will continue watching The Boy in the Striped Pajamas, filling out a
chart for each character as they view the film
Weekly Literacy Skills
Reading
Writing
Speaking
Listening
Thinking
Creating
Tuesday
Levels of Learning:
o Daily Grammar (students will correct topic-based sentence with multiple
spelling and grammar mistakes)
o Students will finish and submit questions from “Why the Jews” article
o Students will continue watching The Boy in the Striped Pajamas, filling out a
chart for each character as they view the film
BLOOM’S
REVISED TAXONOMY
Creating:
Combine, compile, compose, create, construct, design,
develop, devise, formulate, generate, organize, plan,
prepare, produce, write
Evaluating:
Wednesday
o Daily Grammar (students will correct topic-based sentence with multiple
spelling and grammar mistakes)
o Students will complete Hitler and the Holocaust Vocabulary Quiz
o Students will finish watching The Boy in the Striped Pajamas, filling out a
chart for each character as they view the film
o Students will begin composing five-paragraph essay demonstrating their
understanding of Holocaust concepts and terms portrayed in the film, as well
as changes each main character portrays
Argue, appraise, assess, critique, conclude, compare,
defend, estimate, evaluate, judge, justify, predict,
persuade, rate, support
Analyzing:
Analyze, attribute, break apart, categorize, compare,
contrast, differentiate, dissect, distinguish, examine,
organize, question
Applying:
Apply, choose, demonstrate, dramatize, execute,
illustrate, implement, outline, role play, show, solve,
use
Thursday
o Daily Grammar (students will correct topic-based sentence with multiple
spelling and grammar mistakes)
o The teacher will introduce Cold War unit by showing a five-minute clip of a
speech by President John F. Kennedy
o Students will begin analyzing letters exchanged by Nikita Khrushchev and
John F. Kennedy in the early 1960s
Understanding:
Classify, compare, describe, discuss, explain, express,
give examples, give main idea, infer, interpret,
paraphrase, review, summarize, translate
Remembering:
Arrange, define, label, list, match, memorize, name,
order, recall, recognize, repeat, reproduce
Friday
o Daily Grammar (students will correct topic-based sentence with multiple
spelling and grammar mistakes)
o Students will finish and submit Venn Diagram of Khrushchev and Kennedy
letters
o Students will write terms and definitions of Cold War vocabulary in
preparation for next week’s quiz
Access for All
Accommodations for EC / LEP / 504 students
Visual
Verbal
Collaborative Group Work
Scaffolding
Graphic Organizers (“Thinking Maps”)
Movement/Kinesthetic
Audio/Video
Technology Use:
Edmodo (Assignment, Quiz, Poll, Etc.)
Web Quest
iMovie / Podcast
Flipped Classroom
Wikis / Blogs
Other: (please include)
Seventh Grade Social Studies Website
(grade7worldhistory.weebly.com)
Small group instruction / assessment
Extended time
Modified assignments
Read aloud
Other: _______________________________
Other: _______________________________
Differentiation for individual students:
Enrichment for advanced students:
Students in these groups will be asked to write two additional paragraphs for the
Boy in the Striped Pajamas essay in which they will articulate an alternative
ending to the film. Also, students in these groups will complete a three-part Venn
Diagram in which they will analyze the letters of John F. Kennedy, Nikita
Khrushchev and Fidel Castro.
Extra practice/strategies for struggling students:
Students in these groups will be directed to Rewordify.com for assistance with
primary and secondary source readings. The teacher will assist struggling
students in small groups, as well as provide tutoring before school. In addition,
students who are struggling with vocabulary words may use the Flashcards
application on Edmodo to take practice quizzes, or to prepare for the upcoming
vocabulary tests (given every eight weeks)