Blended Learning Lesson Plan

Lesson Title:
WWII – Who, What, When, Where, and Why?
Objectives:
Students will be able to analyze the different political views leading to WWII
Students will be able to explain the social and economical effects on the United States after
WWII
State Standards:
Standard 3 6th grade Social Studies: Demonstrate an understanding of the economic, political, and social
effects of World War II, the Holocaust, and their aftermath (i.e., 1930–1950) on the United States and
South Carolina

Context:
I am teaching this particular lesson because students need to have a greater understanding of the
Holocaust and the effect it had on the world. The lesson before was understanding the difference
between Capitalism and Communism and other ideologies that came into play during WWII. If
the students can’t understand the different ideologies, then they aren’t going to understand that
causes of WWII and the effects it had on the world. The next lesson will be about how
governments changed after WWII and how the US governments foreign polices changed as well
as their world view.
Data:
The students will be grouped based on last weeks exit ticket. I will group lower, middle, and
lower strength children together so that the ones that are struggling can look to their peers for
explanation and help. There will be an exit ticket at the end of this lesson to gather data on how
well these groupings worked out.
Materials: List all materials used (i.e. websites, apps, pencils, iPads, computers, worksheets,
diagrams, textbooks, etc.)
iPad
Paper
Pencil
https://www.youtube.com/watch?v=HUqy-OQvVtI

https://www.ducksters.com/history/world_war_ii/ww2_timeline.php

https://www.natgeokids.com/au/discover/history/general-history/world-war-two/
Detailed paragraphs from here on down.
Procedures:
Introduction (10 minutes):
For the introduction the students are going to sit in their assigned groups and I will do a
quick review of the previous lesson, making sure any questions are answered. Then I will
introduce todays lesson by explaining each rotation station and what they will be doing. And
then I will explain that there will be an exit ticket at the end, where there will be questions about
todays lesson.

Teacher Directed (15 minutes):

In the teacher directed station the students and I will watch a short video on YouTube
(https://www.youtube.com/watch?v=HUqy-OQvVtI) explain how the war started and gives a brief
overview of which countries were fighting and what sides they were on. While watching they will have a
paper in front of them to write down one thing they learned, and two questions they have from the
video. Then I will go around the group to let them share and answer their questions to make sure they
have a better understanding of WWII. I will add any other information I feel the video may have left out
or clarify anything the kids still might find confusing.

Collaborative (15 minutes):

At this station the kids will create a timeline as a group. They will be given important
events with the year attached to them, to give them some guidance, and they will do their best to
put them in order. They will then check their timeline with the timeline on this website
(https://www.ducksters.com/history/world_war_ii/ww2_timeline.php). Which includes a little blurb
about the event. Also at the bottom of the page is a short quiz if the kids finish early they can take it as a
group and use the links at the bottom of the page to read about other events and people that were
important in WWII.

Independent Digital (15minutes):

In this section each student will get on their ipads and use this website
(https://www.natgeokids.com/au/discover/history/general-history/world-war-two/) and read this
article about WWII. When they are done reading they will then go into google classroom and so their
exit ticket. Which will be a short 10 questions quiz, both multiple choice and short answer. They will
answer questions about both sides of the war, why it started, how it ended, and some of the lasting
impacts. There will also be a place for questions and something you found really interesting or cool.

Closure (10 minutes):

For the closing I will bring the class back to their seats and ask for any questions, after
those are answered I will do a closing statement about the key concepts we talked about in our
small groups and read some of the things the students found interesting. Then explain how this
will lead into the next lesson about how the United States government was effect and what
changes were made around the world.

Rationale:
For one of my multimedia’s I used YouTube for a short video to introduce the topic and
give the students a visual to watch instead of just reading or talking about it. It is an up to date
video and is geared toward children. It is reusable because it is a brief overview it works as a
quick introduction to the topic that they will expand on at the other stations. It is also a good tool
because you can pause it and come back to it if the kids need to hear something again or to see
something again. It supports the learning objectives because it shows the students important
events that occurred and the social aspect of the Holocaust, about how Jews were targeted.
For the second multimedia that I used a website that had multiple links and information,
but I used the timeline because one thing kids struggle with in history is memorize dates. I don’t
want my students to just memorize dates, if that are able to work out the events and how they
happened and talk in a group about them it gives everyone a chance to visually see step by step
what happened. The site is always up and available, so it is reliable and reusable. It is aimed for
children, so I know that it won’t be too complicated for them. And there are more education links
at the bottom pertaining to the topic, so they are still able to learn even if they finish the activity
early.
 The last multimedia I used was a National Geographic article. I wanted to use this
because it had pictures and writing for kids to really look at and understand the social impact.
This is a very reliable source because it was published by national geographic and the
information is current. The website is also something students can go back to even if they click
out of the browser. It gives them a chance to do independent reading and create their own
questions and things they found interesting.