A good History lesson plan template

1. HISTORY LESSON PLAN
NAME: Mxolisi mbatha
STUDENT NUMBER: 201505433
SUBJECT: Historical Studies
GRADE: 11D
THEME/TOPIC OF LESSON: Ideas of Race in the late 19th and 20th centuries
SUB-TOPIC: The Rise of the Nazi Germany
SITUATION ANALYSIS (Who? When? Where?)
Who?
I, Mxolisi Mbatha, a student teacher at UJ, will be teaching 43 Grade 11D learners with
different age groups, ranging from 16 to 29 years old. The learners in the class are
from different religious backgrounds (Christian, Muslim and Atheist), different cultures
(Zulu, Xhosa, Sotho, Tsonga and Coloured people) and various Languages. However
the Language medium of instruction is English. Even though, the majority Cluster of
the learners communicate using their home languages (Such as Zulu, Sepedi, Venda
and Afrikaans) of which are not used as the medium of instruction. Learners find it hard
to express themselves using English because it is not their mother tongue, but rather
their first additional, this poses a challenge more especially when it comes to writing.
Some learners come from middle class families whereas others come from lower class
families. There is a place where there are ladies who sell food to the learners, but they
only come to the school during break time, but parents are advised to prepare lunch
boxes for their children to help create a sense of equality within the school as some
learners might not have enough money to buy food. The class consists of 23 girls and
20 boys. One learner is visual impaired and wears glasses to help enhance her eye
sight, and therefore I will ask her to seat where she’ll be able to see clearly.
When?
The lesson will take place on a Friday morning during period 2 from 8:30am-10:30am.
Where?

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External factors: The school is situated at Orlando East. It is accessible to the public
and some learners live around the community, but some are from different townships
around Soweto. Some of the learners use modes of transportation to get to the school
whereas most of them walk to get there. There are about two schools closer to the
school, which are on a primary school level. The closest police station is the Orlando
west Police Station which is about 10 minutes (or less) away. It is near a busy road
where buses, truck and small cars travel, though the noise is not a lot. From what I
have observed, the school’s environment does not have a high crime rate and violent
behaviours even though it is situated in the township. There is a stadium nearby, but
soccer game often take place during the weekend, so the noise will not affect teaching
and learning.
Internal Factors: There is a library in the school premises to help enhance the
teaching and learning process. Communication amongst the staff members is done
during the brief staff meeting 15 minutes every morning before teaching and learning
commences. School gates are always closed during school hours and there is a
security guard at the school gate. No learners are allowed to leave the school premises
without authorization. There’s a Football field and Netball court for extra mural activities
or sports. The classrooms have the basic requirements for learning to take place, such
as the chair, desks and textbooks, most the classes for grade 10–12 have
smartboards. However, there no resources to help keep the classrooms warm during
cold weather conditions, resources like heaters or air conditioners.
WHAT FOR:
Stage 1: Identifying desired results
Historical concept
Big idea 1: Cause and effect: This is the reason for events and the results of them.
The consequences of something drive future events and help explain human
behaviour and events such as why Hitler did what he did, and what caused it to lead
to the WWII.
Specific aim:
 Participate in a constructive and focused debate through careful evaluation of
the Historical Sources and evidence.

3. 3
Specific skills:
 By participating in debate about what happened (and how and why it
happened). Debating involves being able to talk with others about the
information from the sources, and also using the information to develop a point
of view. It also involves developing formal debating skills.
Lesson aims (outcomes):
At the end of this lesson learners should be able to:
Cognitive domain (Knowledge):
 Define terms such as Weimer Republic, Allies, Coup, Putsch, Treaty Versailles,
Reparations, and Persecution.
 Describe what kind of a person or leader Hitler was.
 Explain how Hitler gained support and rose to power.
 Identify Hitler’s strength and weaknesses.
Psychomotor domain (Skills):
 Extract and analyze information from sources to understand the political causes
of the fall of Weimer Republic and the rise of the Nazi.
 Construct a coherent historical essay on how Hitler rose to power.
 Participate in constructive and focused debate about the positive and negative
changes that Hitler brought to Germany and the world as a whole, through the
careful evaluation of historical evidence.
Affective domain (Values and attitudes):
 Sympathize with the Jews and other groups that were the victims of the Nazi.
 Learners will also learn to value other races, or other people as human beings.
It is somewhat similar to the South African history of apartheid.
Stage 2: Determining acceptable evidence of understanding.
Big idea 2: Why is it important for learners to know this?
 Learners must be or will be aware of the history of the world around them and
how the past events influence future events. Therefore, they will be able to
relate what was happening in other countries to what happened or happing to
ours. In short, learners must be able to compare and contrast between events,

4. 4
and be able to identify the causes of certain events and be able to think critically
about the consequences of the decision they take. In this case, learners will be
to analyse political system of any country. Particularly of South Africa they will
be able to criticize the government, suggest possible effects of the policies in
place and further explain why things are the way they are.
Essential Questions
Big Ideas:
 Understanding the term Dictatorship.
Essential questions
 Explain how dictatorship affects or violates
human rights.
Cause and effect
 Hitler as a leader
 Fall of the Weimer republic
 Hitler’s determination for revenge
and to bring German to glory.
 Describe the kind of the leader Hitler was
and how it affected the Germans and the
world.
 Explain how the fall of the Weimer republic
led to the rise of the Nazi government.
 Criticise the actions of Hitler.
Stage 3: Planning Learning experience.
LEARNING CONTENT (WHAT?)
Done in 3 phases- introduction, engaging with the content and summary.
(HOW) Introduction/ Invitation (Attention focusing) Time:
 Recap ; Background knowledge
Teacher activities Learners activities Teaching
strategy
Resources Assessment
>The will tell the learners
that he has prepared a
video for them and he
expects them to pay
attention and listen
attentively, but first he’d like
ask them a few questions in
order to determine their
prior knowledge.
>Questions: What comes
to your mind when you hear
>Learners are
expected to answer
the questions asked by
the teacher; expected
answers: Hitler the
mass murder, dictator,
Germany.; Yes he was
a brilliant man,
because he brought
glory to Germany and
made it a super power
>Question and
answer
>Video
>Video
projector
>Computer
>Continuous
assessment.

5. 5
the name Hitler? In your
opinion, was Hitler a
brilliant man?
again./ No, because
he killed a lot of people
Engaging with the content/ Actual teaching of new content. Time:
Teacher Activity Learner activity Teaching
Strategies
Resources Assessment
>The teacher will ask the
learners ifthey understood the
video; then ask them
questions pertaining the video.
>Then simplifythe content by
using a tall tale to expose the
learners to new content: I.e.
The once was a man by the
name Hitler, he was gifted with
power of public speaking and
the ability to draw, but he was
a cruel man because he
committed mass murder,he
murdered the Jewish people in
Germany. He had bad
experiences with the Jews
people,as his mother died in
hospital after being treated by
a Jewish doctor,then later in
the years he was denied the
chance to study art at a school
that was run by a Jewish
headmaster,after the death of
his father, he wentto live in a
homeless shelter,there he met
people who hated Jews,who
then influenced Hitler and
made him to hate Jews even
more.He later joined the
German militaryand came
back a war hero, after the war
he decided to join the
German’s workers partywhich
later became the Nazi party.
He was appointed leader of
the part and used his powers
to gain support.When the
-Learners are
expected to ask
questions to the
teacher; then answer
the questions asked by
the teacher.
-The learners will put
themselves in the
shoes of the people
who experienced
Hitler’s harsh
leadership.
>Learners will then
form groups and write
down point about the
negative and positive
effects Hitler brought
to Germany and the
world.
-Folktales
-Debate
-Questions
and answers
>Projector
slide.
> Textbook
-Peer
assessment.
-Formative
assessment

6. 6
Weimer republic collapsed
with the Stock marketin the
USA, he used it as an
advantage and gained support
and became popular.
PresidentHindenburg appoint
him chancellor because ofhis
popularityand then he seized
control of the German
governmentand named
himselfthe absolute ruler.
Then Violated the Treaty of
Versailles and militarized
Germany.
>The teacher will then
compare the events that took
place during the Nazi
governmentin Germany with
the events that occurred in
South Africa during the
apartheid era.
>The teacher will then divide
the learners into two groups,
and ask the first group to write
down negative effects of
Hitler’s leadership;and the
other group to counter debate
with the positive.
FORMS OF ASSESSMENT (HOWLEARNERS WILL BE ASSESSED)
APPROACH HOW IT WILL BE DONE
Baseline The learners will be given small papers to state their opinion on the action
done by Hitler, then pass it on to the learner next to them to read for the class
Formative Give the learners a small task to write down
TOOLS OF ASSESSMENT (EXPLAIN WHY)
Memorandum This is to guide the expected answers the learners should give.
ASSESSMENT TECHNIQUES/ METHODS
Observation This will take place when the learners are debating about the effects of
Hitler’s actions
Questioning, When the teachers questions the learners about the content; and the
learners to ask the teacher question to clarify.

7. 7
Peer Assessment This will take part when the learners are preparing a debate, they will
correct each other if a learner states an incorrect answer.
SUMMARY AND INTEGRATION (HOW THE LESSON WILL BE CONCLUDED)
Time:
Teachers activity Learner activity Teaching
Strategy
Resources Assessment
>The teacher will then ask
the learners to summarize
the lesson, by asking them
what did they learn
>The teacher will then ask
the learners questions: Did
WWIlead to WWII?
Homework:
1. Was Hitler justified
in committing mass
murder?
2. How are the events
that took place in
Germany similar to
the South African
history?
3. What caused Hitler’s
downfall?
4. Describe the kind of
the leader Hitler was
and how it affected
the Germans and
the world.
5. Explain how the fall
of the Weimer
republic led to the
rise of the Nazi
government.
6. Criticise the actions
of Hitler.
>The learners will
then summarize
the lesson
individually, to
state what they
have learned
> Learners will
answer based on
their opinion, it
could be yes or
no
Question and
Answers
-Textbooks Diagnostic
Assessment
Reflection:…………………………………………………………………………………………

8. 8
References
 Department of basic education. (2011). Curriculum and assessment policy
statement. History grade 10-12. Available from http://www.education.gov.za.
 F, Fiona. (2012) New Generations History grade 11, Learner’s book. New
Generations Publishers, Durban
.