Është një orë model e detajuar ku shpjegohet se si mësuesi mund të arrijë objektivat në orën e mësimit. Ky material do t’iu vijë në ndihmë mësuesve për të planifikuar orët e mësimit në këtë lëndë.
Fusha: Shoqëria dhe Mjedisi
Lënda: Histori 10
Shkalla: 4
Klasa: 10
Tematika: V – Periudha e tronditjeve të mëdha (1914- 1945)
Tema mësimore: Fillimet e krizave të shek. XX. Lufta e Parë Botërore
Situata e të nxënit
Reflektim i nxënësve: Nxënësit paraprakisht janë udhëzuar të sjellin në klasë foto me pamje nga Lufta e parë Botërore; diskutojnë mbi fotot duke bërë një panoramë të zhvillimit të kësaj lufte.
Rezultatet e të nxënit sipas kompetencave kyçe:
Nxënësi/ja:
1. zhvillon dhe vlerëson ngjarjen historike duke përdorur disa prej burimeve historike dhe të informacionit;
2. argumenton vlerat e trashëgimisë historike duke vlerësuar këtë trashëgimi si pjesë të identitetit të një populli;
3. përcakton lidhjet shkak- pasojë ndërmjet ngjarjeve;
4. përdor konceptet kryesore që lidhen me ngjarjen historike.
Rezultatet e të nxënit sipas kompetencave të fushës sipas temës mësimore:
Nxënësi/-ja:
• përcakton shkaqet e shpërthimit të Luftës së Parë Botërore;
• argumenton arsyet pse fitoi Blloku i Antantës;
• gjykon mbi rolin e SHBA-së në Luftën e Parë Botërore.
Burimet: teksti ‘’Historia botërore dhe qytetërimi” V11. (Karl Grimberg)
Fjalë kyç: Antanta; Aleanca Trepalëshe; Princi Franc Ferdinand; plani Shlifen; beteja e Verdunit.
Lidhja me fushat e tjera ose me temat ndërkurrikulare: Gjuhët dhe komunikimi, Gjeografi; Sociologji, TIK.
Organizimi i orës së mësimit
Parashikimi: Përvijim i të menduarit
Mësuesi bën një paraqitje të shkurtër të temës dhe njëkohësisht nxënësit diskutojnë mbi rrethanat e situatat konfliktuale mes shteteve europiane që nxitën krijimin e aleancave mes tyre. Pas diskutimit, nxënësit ndahen në grupe e ju lihet të lexojnë pjesën e tekstit “Shkaqet e Luftës së Parë Botërore”. Nxënësit në bashkëpunim me njëri – tjetrin mbajnë shënimet përkatëse. Në përfundim të leximit të pjesës, nxënësit diskutojnë mbi shkaqet e fillimit të Luftës së Parë Botërore duke përcaktuar:
Lufta e Parë Botërore:
– Krijimi i blloqeve politiko-ushtarake(Antanta-Blloku qendror)
– Fryma e nacionalizmit të skajshëm e imperializmit
– Preteksti – Vrasja e princit austriak Franc Ferdinant në Sarajevë
Përfundime të cilat mësuesja i shënon në dërrasë të zezë.
b. Ndërtimi i njohurive: Rrjeti i diskutimit
Nxënësit udhëzohen të lexojnë pjesën “Përgatitja për luftë e plani gjerman i luftës”e caktohen për të punuar në dyshe.
Pyetja: – Argumentoni se cilat ishin përparësitë dhe mospërparësitë e secilit bllok ushtarak?
Pasi nxirren përparësitë e mospërparësitë e secilit bllok nxënësit japin idetë e tyre të diskutuara më parë me njëri- tjetrin duke pranuar vërejtjet apo sugjerimet e të tjerëve. Diskutohet për të arritur në një përfundim të përbashkët. Përfundimet shënohen në dërrasë nga mësuesi.
Antanta
Përparësitë: a) Zotëronte burime të mëdha ekonomike e detet: b) Kishte epërsi numerike në raport me kundërshtarin.
Mospërparësitë: a) Nuk ishte e përgatitur ushtarakisht sa kundërshtari; b) nuk siguronte dot një mobilizim të menjëhershëm.
Blloku Qendror
Përparësitë: a) Kjo aleancë kishte një ushtri të fuqishme të armatosur të aftë e me përvojë; b) Sulmi i befasishëm
Mospërparësitë: Mungesa e aftësisë për të përballuar luftën për një kohë të gjatë.
Përforcimi i njohurive: Shkrim i lirë
Gjatë përforcimit nxënësit reflektojnë mbi idetë e tyre. Mësuesi shkruan në dërrasë çështjen rreth së cilës nxënësit në grupe do të japin idetë e tyre me shkrim të lirë.
– Cili ishte roli i SHBA në Luftën e Parë Botërore e çfarë ndikimi pati hyrja e SHBA në anën e bllokut të Antantës?
Grupet e nxënësve diskutojnë e ndajnë idetë e tyre me njëri-tjetrin.
Vlerësimi
Nxënësit vlerësohen për punën e realizuar në grup,argumentimit të pyetjeve, strategjitë e të menduarit e të shprehurit në bazë të pjesëmarrjes së tyre në orë të mësimit.
Detyrat dhe puna e pavarur. Bëni një ese me temë “Lufta e Madhe”.
Ky material u shkëput nga libri i mësuesit Histori 10, botimet Albas. Ju mund ta shkarkoni librin e mësuesit duke klikuar këtu
© Portali Shkollor – Të gjitha të drejtat e rezervuara. Ndalohet kopjimi pa lejen tonë.
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Useful for anyone starting out. Worth noting that the way the lesson plan splits the topic across two teaching hours depends a lot on what students are expected to take away from it, and you covered that well. Will try this out this week.
Simple explanation, and it works. What students are expected to take away from it is usually glossed over, so the detail here is welcome. Thanks again for sharing.
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Reading this twice, honestly. I like that the way the lesson plan splits the topic across two teaching hours gets treated as a process rather than a one-off step. Curious how this holds up over time.
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