Lesson Plan: Nuremberg Trail

Teachers Name:
Date: 10/31/2016
Chloe L Seeger
Subject:
Grade Level: 11-12
20th Century Europe
Central Focus (description of the important understandings and core concepts that you want
students to develop throughout the entire unit; may include Essential Questions):
Essential Question: Were the SS soldiers responsible for war crimes, crimes against humanity
under ex post facto laws?
Were the SS soldiers responsible for actions if they were following orders? Should the
accused be processed under their countries law or under the Common Wealth law? Is it
ethical to use ex post facto when prosecuting? what is the basis for asserting a substantive
crime exists in the international law? Where is the treaty, the custom, the academic learning
on which it is based? Is this not a type of "crime" which was first described and defined either
in London or in Nuremberg sometime in the year 1945?(Wyzanski)
Student Learning Objective(s)/Outcome(s) (what will the students actually do to
demonstrate their understanding; use Blooms verbs; make objectives measurable.):
The class will analyze the reading and generate notes and ideas in the white space. Students
will research new ideas and terms. Students will generate a response to the question of
whether the SS solders are guilty. Students will argue their stance on the topic. Students will
explain and cite information in the reading to support their response.
Language Function (What are language function demands of this lesson related to your
objectives?):
Analy Argue Deve Expl Iden
ze
lop
ain
tify
Interp Gene Create
ret
rate
Assessment/Evaluation (is the assessment informal or
formal? what evidence of student learning related to the
learning objectives and central focus does the assessment
provide? what evaluation criteria did you use? how will
you assess their work rubric, grades, etc.?):
The Informal assessment of students knowledge will the
proactive participation through note taking and
researching of new terms. The notes will not be collected,
so it will not be counted as a formal assessment. The
formal assessment is the answering and creation of a
response to the argument of the essential question: Were
the SS soldiers responsible for war crimes, crimes against
humanity under ex post facto laws?

Differentiation/Planned
Support (what adjustments will
you make based on individual and
group needs? how will you support
students with gaps in prior
knowledge):
This a complex article. Regardless
the class, this reading will take a
lot of time because of the
explaining of concepts and new
ideas covered in the text. If there
is a large knowledge gap,
individual students or the whole
class can watch footage of the
trail or watch various videos on
the law aspects or philosophy.
Modeling of note taking will be
established by the teacher.
Graphic organizers will be
available to help students who
may need help formulating their
answers.

Content Standard: (what standard(s) are most relevant to learning goals? [e.g. Common
Core State Standards [CCSS]; Wisconsin Model Early Learning Standards [WMELS], or subjectspecific standards])

B.12.3 Recall, select, and analyze significant historical periods and the relationships among
them
B.12.15 Identify a historical or contemporary event in which a person was forced to take an
ethical position, such as a decision to go to war, the impeachment of a president, or a
presidential pardon, and explain the issues involved
B.12.16 Describe the purpose and effects of treaties, alliances, and international
organizations that characterize today's interconnected world
Prior Academic Learning & Prerequisite Skills (what background knowledge do the
students have or need to have concerning the content to be covered; how will you activate
that background knowledge; anticipate concerns):
Students would have attended a lecture, and analyzed primary sources (photographs) from the
Holocaust, so the class should have a clear understanding of the timeline of events and the
information to know what the Nazis did could be considered a war crime or a crime against
humanity. Some concerns are the lack of legal knowledge and that the article may be above
the reading level. The teacher will lead the reading and call on students to read or take
volunteers. During reading, the teacher will model note taking in the margin. Modeling reading
and notetaking will help the students to learn and use the text to answer the Essential
Question.
Academic Language (instructional
terms/language function [e.g. describe,
compare, analyze]):

Academic Language (content-specific terms

[vocabulary]):

Nuremberg, War crime, crimes against peace,

peace against humanity, pillage, ex post facto,
Military Tribunal, international convention,
constitutional limitation, sovereign states,
United Nations, doctrine
Instructional Resources/Materials/Equipment (to be used by the teacher and/or the
students):
Students will analyze text, generate notes,
and argue a viewpoint based on the Essential
Question.

Print out of http://www.theatlantic.com/magazine/archive/1946/04/nuremberg-a-fair-trial-adangerous-precedent/306492/ for every student, Pens/Pencils, Computers/Handheld Electronic

Device, Internet, Document camera, projector
INSTRUCTIONAL PLAN
Launch [Anticipatory set] (how will you start the lesson to engage and motivate students in
the learning?):
Video: https://youtu.be/kWR2I5Q9d9U

Instruction (this could be a demonstration, lecture, video, discovery experience, etc.).

Link the new content (skills and concepts) to students prior academic learning and their
personal/cultural and community assets; include the academic language of the content area in
the lesson and activities.
Teacher introduces reading, Essential Question, and Reading purpose, answering the Essential
question. Teacher models reading. Students read. Teacher models taking notes, and students
take notes. Students generate assessment based on the Essential Question.
Instructional Tasks (describe the steps in the lesson;
include allotted times; what will you as the teacher do?)
Introduce topic with the video.
Introduce text. Model reading, questioning and research.
Model note taking.
Students read.
Students take notes in the margin.
Students research new terms and record information.
Class discusses topics and ideas.
Students generate a writing response to Essential
Question.

Differentiation/Planned
Supports (for each step) [ELL,
Students with IEPs or 504 plans,
Gifted]:

Learning Tasks (what students will be doing [include

Academic Language]? engage the students in a variety of
learning tasks; link to prior academic learning. Highlight
what students will do.
Closure (recap the lesson with the students):
Teacher Reflection (after the lesson, reflect on the lessons strengths and weaknesses; how
would you improve it for the next time you teach this lesson? Did results of the assessment
meet your intended objectives/outcomes? Did students achieve the Learning Objectives?): How
does student performance in this lesson affect the next lesson you will teach?