Analysis

I.

Task Analysis
Description of major tasks and sub-tasks:
1. Students will access the Weebly course and go through brief mini-lessons about
Holocaust, Nazis, Adolf Hitlers regime, Anne Frank, Amsterdam, and etc.
Students will complete journal entries explaining his/her understanding of each
topic.
2. Students will then be given an opportunity to complete a collaborative activity
demonstrating his/her understanding.

In this project students will:

Learn about historical events through a time line
Understand how events in Europe during the Nazis rise in
power and the subsequent Holocaust impacted the lives of real
people
Develop empathy for people, Jewish and non-Jewish, who were
directly affected by the Holocaust.
Improve content area reading
Learn to do online research
3. Students will learn new information about the life of Anne Frank.
Students read and discuss and write about Annes Diary. Students will
view pictures of Anne Franks life and read excerpts from and behind
the story of her diary. Students will write their reactions and draw
pictures to the diary.
4. The items listed above include tools for assessment, evaluation and
reflection. For the others, the teacher evaluates students discussions
and written activities.
Terms to be covered in the Weebly:
Culture: Students learn how to understand multiple perspectives that
derive from different cultural vantage points.
Time, Continuity, and Change: Students study how the world has
changed in order to gain perspective on the present and the future.
People, Places, and Environments: Students utilize technological
advances to connect to the world beyond their personal locations. The
study of people, places, and human-environment interactions assists
learners as they create their spatial views and geographic perspectives of
the world.

II.

Individual Development and Identity: Students learn to ask questions

such as Why do people behave as they do? What influences how people
learn, perceive, and grow?
Individuals, Groups, and Institutions: Students study interactions
among individuals, groups, and institutions.
Power, Authority, and Governance: Students study how people create
and change structures of power, authority, and governance.
Civic Ideas and Practices: Students study the ideals, principles, and
practices of citizenship in a democratic republic

Subordinate Skills:

Students should already have some knowledge of Holocaust, Adolf Hitler and
the Nazi Party from 6th Grade Social Studies Classes.
Students should have an understanding of who Anne Frank is as a historical
figure.
Students should have a basic understanding of how to search online via
Weebly and Edmodo for assignment instructions.
Instructional experiences may be impacted by grade, age, special education
accommodations, prior knowledge, reading level, as well as religion.

III.

Learner Analysis
1. General characteristics that may impact the instructional experience include:

30 sixth grade gifted middle school students comprised of 14 boys and 16 girls
4 of the students are special education learners
Learners ethnicity 20 White, 3 African American, 3 Asian, 2 Hispanic and 2
Multi-Racial
Average age of the students -11- 12 years old
100% currently perform at or above 6th grade level

2. Prerequisite knowledge, skills, or experience:

Students all read at or above grade level (on a 6th grade level).
Students have a positive and exciting attitude about Anne Frank due to the recent
field trip to the Anne Frank Museum.
Students are familiar with utilizing the schools iPads, chromebooks, Windows
based PCs, and resources in the teachers classrooms, with traditional seating, but
prefer to use iPads due to students daily use across multiple subject areas.
Students frequently utilize the technology resources independently. They
infrequently require teacher assistance with device usage.

Students have access to use technology resources in their classroom, library

media center, computer lab.

3. Instructional experiences may be impacted by grade, age, special

education accommodations, prior knowledge, reading level, as well as
religion.

IV. Context Analysis

The course will be blended; 50% online and 50% printed instructional materials
Direct Instruction
Demonstration or modeling.
Direct student attention to fundamental elements.
Explain new concepts or terms ahead of time, or else students will not be able to
follow your demonstration.
Questions and Discussion
Reflection Questions
Journal Entries
Questions to gain are to gain information
Questions are asked to stimulate thought.
Independent Student Work
Enrichment -to deepen students current understanding of content or skills.
Skill development- to introduce or practice new skills.
Exploration -to incorporate student interest or provide opportunities for student
discovery.
Instructional content varies in modes of delivery.
Delivery of instruction includes:

Photo stories
Timelines
Interview transcripts
Print resources
Videos
Web links
In class libraries