Download File - Jennifer A. Flynn

Lesson Plan
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Topic: United States and the policies of neutrality in the beginning of World War II
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Instructional Objectives:
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Students will be able to:
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1. Identity the United States’ position in the beginning of World War II.
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2. Read and analyze various viewpoints on the United States involvement in WWII from
figures such as F.D.R. and Charles Lindbergh
3. Discuss their opinions on whether or not the United States should get involved in World
War II.
4. Identify policies such as “cash and carry”, neutrality acts, and the Lend-Lease Act.
Common Core:
R1: Cite textual evidence from primary source documents to support conclusions on whether or
not the United States should remain neutral or get involved in World War II.
R6: Compare viewpoints of F.D.R, Charles Lindbergh, Senator Gerald P. Nye, and William Allen
White
SL1: Engage in collaborative discussions with a partner and as an entire class.
SL4: Address alternate perspectives on whether or not the United States should get involved in
World War II.
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Materials/Resources/Handouts etc.
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1. United States Neutrality Role Cards Handout
2. Chrome books
3. SMART board
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Motivational Activity
Students will log onto Pear Deck using the code given to them. Pear Deck is an online live
interactive tool where students can post their responses to a question and the teacher can then
display students responses on the SMART board. Once all students have joined PearDeck,
students will answer the question, “What was the United States position on World War II?” After
all students have submitted their response, we will review their responses and the students and I
will engage in a discussion on why the United States followed a policy of isolationism and to be
neutral prior to the start of World War II.
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Jennifer Flynn
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Questions that lead to Aim:
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1. What was the United States position on World War II?
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2. Why would the United States want to isolate themselves or remain neutral after World War I?
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Aim: How did the role of the United States in foreign affairs change at the beginning of World
War II?
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Activities/Learning Experiences:
FULL CLASS: Students will log onto Pear Deck and answer the question, “What was the
United States position on World War II?”. After students have submitted their response, the
teacher will review the answers aloud and recap on the causes of World War II (discussed the day
prior using the acronym, DAMAP) . The teacher will then give directions for the individual
reading activity.
INDIVIDUALLY: Students will read the primary documents assigned to them and then
summarize in their own words what the speaker’s message is. Students will then decide if they
believe the speaker is for or against U.S. involvement in World War II.
IN PAIRS: Students will work collaboratively to share their summaries with a partner. (As
students are working in pairs, the teacher will circulate the room asking students critical thinking
questions to assess their knowledge and understanding.)
FULL CLASS: The teacher will get the attention of the entire class and go over F.D.R’s policies
of “Cash and Carry” and the Lend-Lease Act. Students will write down important information
presented on their Chrome books.
FULL CLASS: The teacher will ask students which position they would support if they were
living during this time. Teacher will instruct students to stand up and move to the part of the
room assigned to the position the students would have supported. (Student options are: Complete
isolationism, neutrality, “Cash and Carry”, Lend-Lease Act, and U.S. goes to war). Once students
have moved to the part of the room that best supports their position, the teacher will ask students
to explain why they picked
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Differentiation – Pre-assessment
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Readiness
In a previous lesson, students examined topics such as the Great
Depression and the causes of World War II. At the beginning of this lesson,
I asked students to pretend I had no knowledge of World War II, and to
explain the causes using the acronym DAMAP (Dictators, Aggression,
Militarism, Appeasement, invasion of Poland). Reviewing this material set
the stage for whether or not the U.S. should get involved.
Jennifer Flynn
Interest
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Process
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The students enjoy using their chrome books, so I incorporate interactive
sites like Pear Deck into my lesson. Additionally, students enjoy voicing
and defending their own opinions. In lessons such as this, I allow for
positive and engaging classroom discussions where students can pick a
position and defend their reasoning using support from material discussed
in class.
Differentiation
Within this lesson, students will engage in a classroom discussion, read and
analyze primary sources, participate in a live interactive online discussion on Pear
Deck, use their Chrome books to take notes, and work in pairs to share their
findings. Using multiple entry points will better assist all students including those
who may be struggling.
Pivotal Questions that help the instructor achieve the desired objectives and stimulate class
discussion:
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1. What is isolationism? Neutrality?
2. Why would the United States want to remain neutral after World War I and prior to World
War II?
3. What predictions can you make on what “cash and carry” and the Lend-Lease Act are
using context clues?
4. Why would F.D.R. create these acts?
5. If you were living during this time, would you have voted for or against United States
involvement in World War II? Why?
Assessments for Learning
Diagnostic – with motivation: Students logged onto Pear Deck to answer the question, “What
was the United States position on World War II?”. Students are required to type their response
and submit it. Once all students replied, I displayed the answers anonymously on the SMART
board. The teacher has access to see what students answers were, but I have the option to keep
it anonymous during class. Using Pear Deck allows all students to participate, as well as record
students responses so I can assess students progress.
Jennifer Flynn
Formative – throughout lesson: Students read primary source documents and summarized the
key points the speaker was making. Students then decided on whether they believed the
speaker was for or against U.S. involvement in World War II. After working on their own, they
shared their findings with a partner. As they did so, I circulated the room asked students further
questions to get them to think critically about the documents.
Summative – at end of lesson: Students participated in a small mock debate defending the
action they believed the United States should take in World War II. Students were given a
choice of, complete isolationism, neutrality, “Cash & Carry”, Lend-Lease Act, and U.S. goes to
war. To assess all students, I asked for them to share their reasonings and rebut other positions
arguments.
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Summary Statement
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For the summary, I asked students to stand up and position themselves around the room based on
the position they would have supported prior to World War II. Their options were, complete
isolationism, neutrality, “Cash & Carry”, Lend-Lease Act, or U.S. goes to war. Once students
decided the position they would have supported, I asked students to explain to their classmates
why they made that choice and to support their answer with factual information discussed in
class. To sum up the entire lesson, I explained that similar to the way the classroom was divided,
people’s opinions during this time on U.S. involvement was divided as well.
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Homework & Practice: Students will read a passage and answer questions on page 9 and 10 in
their World War II packet. The passage is a review of what was discussed in class, and it will
further promote student’s knowledge and understanding of the U.S.’s position prior to World War
II.
Jennifer Flynn