Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Lesson Plan ! Topic: United States and the policies of neutrality in the beginning of World War II ! Instructional Objectives: ! Students will be able to: ! 1. Identity the United States’ position in the beginning of World War II. ! ! ! ! 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. ! Materials/Resources/Handouts etc. ! 1. United States Neutrality Role Cards Handout 2. Chrome books 3. SMART board ! 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. ! ! Jennifer Flynn ! ! Questions that lead to Aim: ! 1. What was the United States position on World War II? ! 2. Why would the United States want to isolate themselves or remain neutral after World War I? ! Aim: How did the role of the United States in foreign affairs change at the beginning of World War II? ! 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 ! Differentiation – Pre-assessment ! 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 ! ! ! ! Process ! ! ! 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: ! ! ! 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. ! Summary Statement ! 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. ! 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