Germany

__**German Reparations**__ ** To Pay or Not to Pay? That is the Question. **

** Class Size: ** 28 Students
 * Instructor ** : Ms. Julie Dixon
 * Subject** : 6th Grade Social Studies
 * Class Period** : 90 minutes
 * Location** : Germany

1. Students will be able to competently discuss the concept of war reparations in the context of World War I. 2. Students will be able to articulate their varying positions as to whether or not Germany should have paid reparations at the conclusion of World War I. 3. Students will be able to utilize technology to enhance their learning experience.
 * Objectives:**


 * NCSCOS:**
 * 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.

-Laptops -Projector/Smart Board -Flip Cams
 * Materials:**

[Warm Up]: 10 minutes -I will begin by briefly reviewing the key points of our World War I unit and posing the question to my students: Do you believe Germany should have paid reparations at the conclusion of World War I? I will ask the students to put their heads down and raise their hands to respond either yes or no. Based upon their responses, I will divide the class into groups—each group will consist of 14 students—one group will be formed on the basis that they believe Germany should have to pay for the damages associated with WWI and the other group believes that Germany should not have to pay for the damages. [Group Work]: 50 minutes – to be divided into one 20 minute interval and one 30 minute interval -//Interval 1 (20 minutes) – Preparation:// Students will be presented with their task. Their job is to create an argument for their side of the issue (German war reparations) using a propaganda technique they deem useful. This first 20 minutes should be used to put their argument together and devise a plan. I will provide the students with a list of online resources they may consult. -//Interval 2 (30 minutes) – Creation:// This time will be allotted for students to create a product. They will be given a list of options as to what they may create, and these options will include: a skit, a commercial [using flip cam], an interactive poster [using GlogsterEdu], or a comic [using Pixton]. -During the entire group work portion of class I will be monitoring all activities taking place—walking around the room, answering questions, assisting with technology, etc.
 * Procedure:**

[Presentations/Feedback]: 25 minutes -Each group will have up to 10 minutes to present their argument. Several members of the group will be expected to speak (instead of the entire 14 in each group); however, everyone will be expected to participate in the preparation and creation of their products. Their goal is to persuade me to come to their side, as throughout the process I will plead neutrality on the issue. -With the remaining 5-10 minutes I will provide the two groups with brief feedback on their presentations. (Written feedback will be given out during the following class period.)

[Closure]: 5 minutes -I will conclude the class period by relaying a brief homework assignment. The students will be asked to write a ½-1 page reflection on the “debate” that has taken place in class. They will be provided with several questions to guide their response, which include: After today’s activity, do you still hold your original belief that Germany should/should not pay reparations--Why or why not? What did you learn from today’s activity that you did not already know? What would you change about this activity going forward? They will not be expected to answer every question, but they should provide thoughtful responses.

Students will be assessed on their group work as well as receive a homework grade for the thoughtful completion of their reflection essay.
 * Assessment:**


 * __ Narrative Lesson Plan __**

 I have always been intrigued by the “major” wars of the world—particularly World Wars I and II. However, I didn’t really begin to appreciate the history of the wars until high school, and I would like to provide my students an opportunity to make memories and develop an appreciation earlier rather than later. Being that this is a sixth grade lesson plan, it is only right that I focus on a European country, and I am fascinated with Germany. I have always been taught about World War I strictly from the American perspective, so I will also take the opportunity to learn. I plan to focus on German war reparations in this lesson; it will come at the conclusion of our World War I unit (which will also focus on the other European powers.) I feel that this is especially relevant seeing as the final payments were made on October 4, 2010. There are several objectives that I hope to reach through this lesson, and they include: having competent discussions, debating, and using technology effectively. I believe that through the students’ group work each of these goals will be met, assuming that the students stay on task and work efficiently. Class will begin with an introduction to the day, or warm-up. After the students are seated I will briefly review some of the key points of the end of World War I—mainly the Treaty of Versailles and the meaning of the term reparations. I plan to have a “question of the day” posted on the board which will read, “Do you believe Germany should have been required to pay reparations at the end of World War I?” Once we have finished our brief review, the students will place their heads down; I will ask the question [hopefully they have been giving it thought already] and everyone who answers ‘yes’ by raising their hand will be placed in one group. The remaining students will be placed in the second group. I realize that the probability of the class being split directly in half is slim, so I will make modifications as needed.

The students’ task in class will be to create some form of propaganda to support the decision they made in answering the question I have posed. I will present them with several options to choose from, including: creating a skit, creating a commercial using a Flip Cam, creating an interactive poster on Glogster, or creating a comic on Pixton. Of course, if they generate any other ideas I will certainly take them in to consideration. There will be a 20 minute planning phase for the groups to collect their thoughts/information and start to organize a plan for their product. The groups will then have 30 minutes to carry out their plans and create their “propaganda.” While all of this planning and creation is taking place, I will be going back and forth between groups assisting wherever necessary—whether answering questions, providing insight, or helping with technology—I want to be an active part of this project.

The final phase of this in-class project will be a presentation of each group’s product. I expect that each presentation will take about 5-10 minutes—it will include viewing the completed creation accompanied with a brief, persuasive explanation as to why their answer to the question of the day is the better answer. The goal of each presentation is to persuade me to agree with one side (during the process I will express my neutrality on the issue.) The ‘winning’ group will be awarded three extra credit points on their World War I unit test. I will provide some oral feedback to each group upon the completion of their respective presentations, and during the following class period they will receive more complete, written feedback.

The class period will end with about five minutes of closure. Here is where I will explain the companion homework assignment. I would like for the students to write a reflection, only ½-1 page in length, about the day’s activities. Several prompting questions will be provided, such as: Do you still feel that you chose the right answer to the question of the day? What did you learn today that you did not already know? How would you change this activity going forward? They are welcome to answer any or all of the questions; or, if they feel so inclined, they may reflect without using a prompt—I would just like thoughtful responses.

In assessing the students’ work, I will be monitoring the groups’ efforts very carefully. They will receive participation points for their work on the project and the end product will also receive a grade. A substantial amount of work will take place during this class period and I want the students to get all of the credit that they deserve for the work that they will do. There will also be a small homework grade attached to the reflections that they will turn in.

I am excited at the idea of using this plan in the classroom. I feel like it will be a good culminating activity as it reaches for the top of Bloom’s Taxonomy—the synthesis and evaluation/creation phases.