Download Lesson Plan Format – MSSE 570/470/571/471

Lesson Plan Format – MSSE 570/470/571/471
modified by Dr. Cude 9/06; Dr. Stern 9/07
Teacher’s name: Erin Poppe
Date: September 26, 2007
Subject: World History
Grade Level: 10
Topic: World War II
Essential Questions/Big Ideas:
The students will be able to understand:
 Does democracy always prevail?
 What if the Allied powers did not win the war?

General Objective[s]:
NCSS Theme:
II. Time Continuity and Change:
a. demonstrate that historical knowledge and the concept of time are socially influenced
constructions that lead to historians to be selective in the questions they seek to answer
evidence they use.
c. Compare and contrast different stories or accounts about past events , people , places or
situations, identifying how they contribute to the knowledge of the past.
d. identify and use various sources for reconstructing the past, such as documents, letters,
diaries, maps, textbooks, photos and others.
e. investigate, interpret and analyze multiple historical and contemporary viewpoints within and
across cultures related to important events, recurring dilemmas, and persistent issues, while
employing empathy , skepticism and critical judgment.
f. Use knowledge of facts and concepts drawn from history, along with elements of historical
inquiry, to inform decision-making.
Virginia Standard of Learning:
WHII.11 The student will demonstrate knowledge of the worldwide impact of World War II by
a) explaining economic and political causes, major events, and identifying leaders of the war,
with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas
MacArthur, George Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo
and Hirohito;
b) examining the Holocaust and other examples of genocide in the twentieth century;
c) explaining the terms of the peace, the war crimes trials, the division of Europe, plans to
rebuild Germany and Japan, and the creation of international cooperative organizations.
Learning Outcomes:
Students will be able to know:
 The events that ended the war in Europe and the Pacific
 The terms of peace and the aftermath of the war
 The creation of the Untied Nations
 The importance of the Allied powers winning the war
Students will be able to do:
 Identify the key leaders in the war from the Allied and Axis powers
 Examine the Holocaust during the war
 Explain the turning of the war and the Allied powers invasion of France
 Analyze the events ending the war in Europe and the Pacific
 Explain the terms of peace and the war crimes trials
 Summarize the plans to rebuild Germany and Japan
 Explain the creation of an international organization for peace
 Understand the significance of the Allied powers winning the war
Values and Attitudes:
 To be tolerant
 To respect human life
 Right to justice
Assessment: Methods of Evaluating Student Progress/Performance:
Entrance Card: (the following statements are written on the whiteboard)
1. Describe how the Allied powers won the war. Include major battles
in Europe and in the Pacific.
2. Summarize the events following the ending of the war. Include the
political, economic and international events.
This entrance card will be collected as the students are reading over the instructions to the webquest
assignment. The misconceptions seen within the cards will then become added discussion question to
clear up any misconceptions. The students have learned the information from the pervious two days
lessons on the end of the World War II. This entrance card will be used to make sure the students retained
the information.
Closure Discussion: This discussion will occur after the webquest assignment presentations and will
focus around the importance of the Allied Victory. The discussion will be guided by the following
questions:
 How would the world appear if the Axis forces won the war?
 Describe how you would feel in a restricted government
 How would society have changed within restriction? The press, technology and culture,
 Would there have a fear of communism?
 Was the Allied victory in a way necessary?
At the end of the discussion, I will as the students to put thumbs up or down on how they feel about their
knowledge of the end of World War II and the importance of seeing how the world could have changed if
the Axis powers had won the war.
Content Outline:
b. D-Day (invasion of France):
i. 1944: Allied forces opened a second front in Europe
1. Eisenhower was made commander
2. Allied bombers flew over Germany and targeted factories and
destroyed aircraft that would be used against the invasion
ii. June 6,1944: D-Day
1. occurred after midnight with the dropping of paratroopers
2. ships ferried in with 176,000 Allied troops
3. Battled through the beaches of Normandy and broke then German
defenses
4. Advanced towards Paris as French resistance rose up against the
occupying Germans and Germany retreated
5. August 25th : Allies entered Paris and within a month France was
freed
6. Allies focused on defeating the Germans and then the Japanese
c. War in the Pacific:
i. General Douglass MacArthur lead the pacific fleet
1. at first the Japanese won several battles among Southeast Asia and
the Pacific islands
2. May and June 1942 the battles o Coral Sea and Midway Island, the
US warships damaged Japanese fleets and weakened their naval
power.
3. After battle of Midway the US took offensive
a. Started “island hopping campaign” to recapture some
Japanese held islands.
4. 1944: US Navy blockaded Japan and bombers targeted and hit
Japanese cities and factories
5. Oct. 1944: MacArthur begin to retake the Philippines
d. V-E Day:
i. After freeing France the forces moved towards Germany
1. advanced in to Belgium in December 1944
2. Germany counterattacked with resulted in the month long Battle of
the Bulge
a. The battled delayed the Allied advances
b. Was Hitler’s last success
i. His support was declining
c. Mass casualties on both sides
3. Allied bombers were attacking Germany at military bases, factories,
railroads, oil depots, and cities
ii. March 1945 Allied forces crosses the Rhine into western Germany
1. from the east Russian forces were near Berlin
2. Both sides at the Elbe River and Axis troops began to surrender
iii. End in Europe
1. May 8, 1945: Victory in Europe Day (V-E Day)
a. Mussolini was captured and killed
b. Hitler committed suicide
e. Defeating Japan:
i. Mid-1945 Allied forces put effort into pacific war
1. Japanese navy and air force were mostly destroyed
2. still had over 2 million in army
ii. Invasion v. Bomb
1. Invasion would be costly with over a million possible casualties
a. Bloody battles in the pacific showed the Japanese would
fight to the death
b. Choice of the military leaders
2. Atomic bomb
a. Scientists had been working since the early 1900’s
i. Found a way to convert matter into pure energy
ii. By splitting the atom and create an explosion
b. July 1945: successfully tested then atomic bomb in New
Mexico
c. Harry Truman saw the bomb as a new force but could cause
great destruction
i. after consulting with advisors her decided to use it
against Japan
d. Truman meets with other Allied leaders at Potsdam
i. issued a warning to the Japanese to surrender or face
destruction
ii. Japan ignored the warnings
e. August 6, 1945
i. American plane dropped an atomic bomb on the city
of Hiroshima
a. flatted the city and killed 70,000 people
ii. August 8th the Soviet Union declared war on Japan
and the US. Dropped a second bomb on the city of
Nagasaki
iii. September 2: Japanese signed a peace treaty on the
American battleship Missouri
f.
After the war
i. War Crimes Trials
1. Allied powers agreed that the Axis leaders should be charged for
“crimes against humanity”
a. Nuremberg trials
i. 177 Germans and Austria Axis leaders were tried
and 142 were found guilty
ii. Most were imprisoned
b. Tokyo trials
i. Tried Japanese military leaders
ii. Allied Occupation
1. Allied powers occupied Germany and Japan to strengthen democracy
and ensure peace
2. built new governments with democratic constitutions to protect all
citizens
g. United Nations
i. 1945: 50 delegates met in San Francisco to draft the charter to allow for an
international organization to ensure peace
1. charter gave each country a vote in the general assembly
2. created a security council of 5 members from the countries: Britain,
France, US, Soviet Union and China
h. Communism conflict/ Aid to democracy
i. President Truman saw a threat of the spread of communism
1. Issues the Truman Doctrine, March 12, 1947:
a. Main point was to support free people who were resisting
armed minorities or outside pressures
b. Rooted the idea of Containment (D: limiting communism E:
sending military aid and advisors to Greece and Turkey to
help withstand the communist threat A: for democracy N:
allowing for the expansion of communism)
c. Guided international policy for the US to resist the Soviet
Union expansion
2. Marshall Plan
a. Main idea was the stabilize and strengthen democratic
government in Western Europe were poverty and hunger
were present
b. US offered aide packages with funneled food and economic
assistance to help the European countries rebuild
3. Berlin Airlift
a. 1948 Stalin attempted to force the western Allies out of
Berlin by taking every railroad and highways in the western
sectors
b. US responded by mounting round the clock airlifts of cargo
planes with supplies ( food and fuel ) to the areas
c. Soviet Union ended the blockade
Student and Teacher Activities with Estimated Time Blocks: This lesson will be done within
three class periods each period at 65 mins.
Day One:
Entrance Card: (the following statements are written on the whiteboard) (10-15mins)
1. Describe how the Allied powers won the war. Include major battles
in Europe and in the Pacific.
2. Summarize the events following the ending of the war. Include the
political, economic and international events.
Hook: (in the students interactive notebook) Students will answer the question: Recall a moment were
there could have been a different outcome… such as if you just won/ lost that game, if you did or did not
take that vacation… etc. How would you have felt if that outcome had happened? What would be
different? Explain. (5-7 mins) Student writes in the notebook as teacher circulates around the room
collecting the entrance cards.
INB Share: Several students share with a partner and then a few with the class. (5 mins)
Webquest Instructions: The students will receive a handout and note sheet handout on the webquest
guidelines.
Teacher: goes over the instructions with students having the students say back over
instructions to make sure everyone understands the activity. The iBook cart computers
will be passed out one per students (10 mins)
Then groups of 4 students each (20 students total in class) are announced, groups are
already created based on differentiation and learning levels.
Webquest: D-Day: A German Victory? http://questgarden.com/26/43/0/060530103125/index.htm
The students will go break into groups and will log on to the webquest and begin to read the links
gathering information and begin note taking on the handout (ELL and struggling learners only, Regular
and advanced will create their own ). (28 mins)
Day Two:
Webquest: The students will come in and go straight to their groups finish their notes and begin on the
projects. The teacher will circulate the classroom and help when needed.
Guided time: 15-20 mins of more research 30-40 mins of assignment. The remainder of the work is
assigned for homework if the time I needed.
Day Three:
Webquest: Groups meet together to prepare for presentation (5-10 mins)
Presentations: Each group will present their map and paper to the class stating the important reasons
how the world would be different if the Axis powers had won the war. (5-8 mins per group, total of 40
mins)
Closure discussion: A guided grand discussion on how the world would be different with a different
outcome of the end of World War II. (10-15 mins)
Questions:
1. Why was the D-Day battle significant?
2. What readings/ research helped you reach that conclusion?
3. Any added questions from entrance cards.
Compete the thumbs up or down formative assessment to see if the class needs more discussion time at
the beginning of the next class to cover all of the material.
Question to students: Thumbs up if you understand why D-Day was in important battle, thumbs sideways
if you somewhat understand and thumbs down if you are lost on why D-Day is important.
Materials Needed for the Lesson:
 ibook cart from the library
 webquest handout/ instructions
 colored pencils/ markers for map
 poster board for map
 textbook:
Ellis, E, & Esler, P (2003). World History: Connections to Today. Upper Saddle
River: Prentice Hall.

Webquest: D-Day, A German Victory?
Sabbe, M (2006, June 7). D-Day, A German Victory?. Retrieved October 1,
2007, Web site:
http://questgarden.com/26/43/0/060530103125/index.htm
The evaluation was changed from the one stated on the webquest. I added in
more objectives and took out a column within the webquest evaluation posted on
the site.
Differentiation:



ELL: This lesson allows ELL students to work with the upper level students while having the
aide of a note-taking handout. They will be able to think of their own ideas and then collaborate
with the other group members, allowing the English language barrier to be aide by their peers.
SpEd students: This lesson allows SdEd students to receive a note-taking handout to aide when
taking notes on the webquest sites. This lesson also allows them to interact with other students in
the class during the group work.
Struggling learners: This lesson allows the struggling learners to have a note-taking sheet for the
webquest sites. It allows them to interact with the other students during the group work to fully
understand the ideas and concepts of the webquest.

Advanced Students: The lesson allows students to think independently as they use their own
method of taking notes on the webquests. . The also will help other students as they are
strategically placed with a partner with the partner cards during the think, pair, share points.
Subject Matter Integration/Extension:
This lesson would be used to close the unit on World War II in a World History classroom. It would
follow a lesson covering the end of the war such as the major battles of D-Day and within the pacific.
This lesson begins with an entrance card checking the students knowledge of the content before they
move on to this lesson to make sure they understand the history that did happen before they look at the
war from a different perspective. Once the students understand the events of the war, including pre,
during, post, they can branch out, and synthesize how the world would be like if the Axis powers had won
the war. It also allows the students to show their creativity as they make a map of what the world would
look like under Axis power as well as express their written ideas within a 2-3 page paper. The webquest
assignment would be used as a culminating activity for the unit, before a unit assessment.
Reflections on Lesson Plan:
This lesson reflects my philosophy of education in several different ways. First, within my philosophy I
discuss the use of formative assessment which is done twice within the lesson first by the entrance card
and then at the end of lesson with the closer activity and then the thumbs up/ down check to make sure
that there are no misconceptions within the classroom. Next, there are guided questions within my lesson
within the closure activity after the webquest presentations. This is also present within my education
philosophy. Finally, there is differentiation within the lesson, which also follows my philosophy. The
students are placed into groups based on their knowledge and ability levels on the content and then work
together to create a product. There is also a note-taking handout within the lesson for the ELL, SpEd and
struggling learning to help them take notes on the webquest, while the regular and advanced students can
create their own notes to their preference.
D-Day: A German Victory?
Webquest Instructions:
Group Members: _____________________, _______________________,
___________________________, _________________________
Instructions:
Your group will propose a different outcome to the D-Day Invasion. Your group is expected to design a
map or create a picture of how you think the alternate result of the battle would change the course of
history. Hint: Show boundary changes of countries or draw a picture of what the world would look like at
the present time had the Germans won the war. Follow these steps to complete the assignment.
Step one: Read information about D-Day from the provided links on the webquest. Each member should
look at each link and take notes. Bring your notes back to the group and discussion your position on the
out come.
Step two: In your group analyze the significance of a German victory rather than a defeat. Your group
should brainstorm ideas by discussing each member’s thoughts/ideas of an alternate D-Day ending. The
group should then come to a consensus, incorporating ideas from each member, on what an impact a
German victory would have on the world.
Think about what in history could have been changed:
o Communism
o Rebuilding of Europe/ Japan
o Creation of the UN or international organization
o Cold War
o Democracy
o Technological advances ( i.e. traveling to space, computers, etc)
o Civil Rights/ Women’s Movement
o Korean/ Vietnam war
Step Three: Within your groups, create a map, depicting what if the Allied powers had lost at D-Day.
Include boundary lines, countries etc.
Step Four: Within your groups, write a paper summarizing your thoughts and ideas on what if the Axis
powers had won the war. Include all major ideas and concepts from the group brainstorm in a two or three
double spaced paper. Remember to edit/ revise your paper at least once!
Step Five: Present your ideas to the class! Go over your map and a brief summary of your paper to the
class. Remember all students must take part.
Webquest Notes Handout
Name: ______________________
Webpage: Encyclopedia:
Origins of D-Day:
Preparations of D-Day:
Invasion:
Significance:
Webpage: PBS
Film Notes:
Map:
Timeline:
Major Events:
Webpage: English Perspective
Normandy Beaches:
German Army:
Own Important Facts:
Evaluation:
Group Members:
________________,_____________________,_______________________,________________
Paper
Map or
Historical
Illustration
Poor
Good
Excellence
1
3
4
Does not
have at least
a page. Also
lacks
important
information
on the topic.
Shows no
interest or
creativity in
the paper.
Paper is not
edited or
revised.
Paper is at least
two pages.
Group explains
ideas well. The
Group also
shows interest
and creativity.
Paper has a few
editing/ revising
mistakes.
Paper is at least two- three
pages. Group does a great
job of explaining their
ideas. Shows interest and
creativity. Paper is free of
editing/ revision mistakes.
Little or
nothing is
illustrated.
Group does a
good job of
showing
creativity on
illustration.
Group does a great job of
communicating their ideas
on the
illustration. Illustration is
creative as well.
Score
Presentation
Presentation
does not go
for at least 5
minutes. No
creativity or
ideas are
shown by
group. Each
member does
not
participate.
Total
Presentation
goes for 5-8
minutes. Group
Presentation goes for 5-8
shows some
minutes. Group does a
creativity.
great job of explaining
Student does a
their map and ideas to
good job of
others. Very creative.
communicating
Each member participates.
their ideas.
Each member
participates
_____