1. Electronic Presentation Lesson Plan
Lesson Title: Nazi Death Camps
Subject Area(s): Culture, Geography, Governance and Civics
Grade Level: 11
School: Douglass High School
School District: Memphis City Schools
Contact Information: AddMandC@gmail.com
Approximate Time Required: 1 classroom session (90 Minutes)
Lesson Summary: The purpose of this lesson is to expose students to Nazi death camps during
WWII. In this lesson the students will create a power point presentation using the information
retrieved through the Internet. Students will be working within assigned groups to collectively
produce the presentation. Students will use multiple materials within the classroom, to include
computer based inquiries and data manipulation to produce a well formed power point on stated
subject matter. In order for time effectiveness to be achieved each student must play a role in the
research process on computers and during the non-computer activities. Transitions between
computers and activities must be precise in order to achieve maximum potential.
Learning Objectives State Content Standard and Learning
By the end of this lesson, the students will: Expectations
Understand how death camps operated and Tennessee Standards-
what their intended purposes were for. History, 6.0: U.S. History
National Standards- NCSS, 3: People,
Places, and Environment
Identify the locations of death camps by Memphis City Schools Scope and Sequence
identifying them through computer based followed per Social Studies Department
maps and atlases. Head.
Demonstrate mastery of German culture
from research conducted through computer
NETS-S Standards
based inquiry and researched through
appropriate classroom material
Adapted From the Technology Coach Handbook © 2003
Sponsored by Appalachian Technology in Education Consortium
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2. Describe how the legacies of the Nazi death Standard 1.0 Creativity and Innovation,
camps are still present today.
Standard 3.0 Research and Information
Fluency,
Standard 6.0 Technology Operations and
Concepts.
MATERIALS
 Textbook/U.S. History: Reconstruction  Internet: Google.com/advanced search
to the Present engine
 EOC Coach book  Paper
 Classroom CD-ROM set  Pencil/Pen
21st Century Skill analysis
Computer Function Computer Application Data Manipulation
 Word process  Hyperlink  Sort
 Word process  Hyperlink  Sort
SPECIFY PROBLEM
WWII is by far one of the most studied areas of American history. Civilian casualties were
astronomical in this war. Germans targeted Jewish civilians and ultimately created death camps
to ship them to. When we view information on the Holocaust we all have a tendency to feel
differently. How can we prevent another Holocaust from happening again?
RESULTS PRESENTATION
TLW will demonstrate findings through a presentation of the material. The results should include
the answers to the questions posed and show genuine creativity.
TEACHER ACTIVITIES BEFORE LESSON
Ensure computers are in operation, lesson brief, Motivation/Guiding Question, Internet is
operational for student use. Student safety is a cause for concern because of Internet usage. The
teacher will be there to monitor student activity. Students have already been advised of rules and
regulations in Mr. Meador’s class. Acceptable usage polices are posted around the computer
center.
STUDENT COMPUTER ACTIVITIES
Activity 1
Teacher actions to be completed prior to Student actions to be completed prior to
going to the computer: going to the computer:
Motivation/Guiding Question Guiding Question
Teacher actions to be completed at the Teacher actions to be completed at the
computer: computer:
Observation Data Manipulation, Core assignment
task/Research
Teacher actions to be completed after Student actions to be completed after going
Adapted From the Technology Coach Handbook © 2003
Sponsored by Appalachian Technology in Education Consortium
2

3. going to the computer: to the computer:
Quick Quiz/5 questions on content Assessment and transition to non-
computer based assignment.
Activity 2
Teacher actions to be completed prior to Student actions to be completed prior to
going to the computer: going to the computer:
Ensure proper time management of Materials to assist with research should be
transitioning students. present and the students must be prepared to
use time effectively.
Teacher actions to be completed at the Teacher actions to be completed at the
computer: computer:
Observation Data Manipulation, Core assignment
task/Research and Spreadsheet
Teacher actions to be completed after Student actions to be completed after going
going to the computer: to the computer:
Assessment/5 Question-Quick Quiz Students must transition back to perform
the second non-computer based task and
collectively prepare presentations.
Adapted From the Technology Coach Handbook © 2003
Sponsored by Appalachian Technology in Education Consortium
3

4. SUPPORTING ACTIVITIES
Activity 1 Activity 2
Activities to be completed: STUDENTS Activities to be completed: Complete the notes
NOT USING COMPUTERS WILL BE REQUIRED TO template that is provided to practice note taking
READ A CLASS READING AND MAKE skills.
ANY ANNOTATIONS ABOUT NEW INFORMATION
FOUND TO APPLY TO THE GROUP
PRESENTATION.
ROTATION PLAN
Students will be monitored by a time tracker device with approximately 35 minutes of computer
use and then rotated out to begin their non-computer based work. This will allow the other
students adequate time to fill in any information on Nazi death camps through additional non-
computer based sources.
ASSESSMENT –
Rubric will be used to assess the students/groups performance for the assignment.
Rubric Template
Objective or Beginning Developing Accomplished Exemplary Score
Performance 1 2 3 4
Created Description Description of Description of Description 4
appropriate of identifiable identifiable of
scale identifiable criteria that criteria that identifiable
presentation. criteria that reflect reflect mastery criteria that
reflect a progress of performance reflect
beginning toward exceptional
level of mastery of performance.
performance performance
Identified Description Description of Description of Description 3
pertinent of identifiable identifiable of
information. identifiable criteria that criteria that identifiable
criteria that reflect reflect mastery criteria that
reflect a progress of performance reflect
beginning toward exceptional
level of mastery of performance.
performance performance
Identified Description Description of Description of Description 2
multiple of identifiable identifiable of
sources of identifiable criteria that criteria that identifiable
information. criteria that reflect reflect mastery criteria that
reflect a progress of performance reflect
beginning toward exceptional
level of mastery of performance.
performance performance
Adapted From the Technology Coach Handbook © 2003
Sponsored by Appalachian Technology in Education Consortium
4

5. Identified Description Description of Description of Description 4
the problem of identifiable identifiable of
question identifiable criteria that criteria that identifiable
based off of criteria that reflect reflect mastery criteria that
results reflect a progress of performance reflect
found from beginning toward exceptional
research. level of mastery of performance.
performance performance
Adapted From the Technology Coach Handbook © 2003
Sponsored by Appalachian Technology in Education Consortium
5