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Lesson Plans Week 24 for U.S. History 1865 to the Present (February 8-February 12) Date : 2/8/16 (Monday)/2/9/16 (Tuesday) Lesson Objective (s) Instructor: Jason G. Harris SOLUSHII.7b The student will be able to The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by locating and describing the major events and turning points of the war in Europe and the Pacific and the explain what and why about the Holocaust. Students will be demonstrating rigor by sequencing the major events and turning points of the war in Europe and the Pacific. This reflects the skill Sequence events in United States history. (USII.1c)SOLUSHII.1c The students will sequence events in U.S. History by sorting in order the major turning points of World War II. Bloom’s Verbs in the Lesson Locating (Knowledge 1), Sequencing (Level 3 Application), Sort (Level 3: Application), Analyze (Level 1: Analysis) Student Objective (s) Today I will locate, describe, and sequence the major events and turning points of the war in Europe and the Pacific and explain what happened during the Holocaust. So I can understand the major events that shaped the outcome of World War. I know I’ve got it when my group has correctly sequenced at least 9 out of 11 turning points of World War II and have completed follow up questions with at least 80% accuracy. Map of the world, textbook, LCD projector, interactive packet on World War II, coloring pencils, and bell work questions Essential Understanding: Despite initial Axis success in both Europe and the Pacific, the Allies persevered and ultimately defeated Germany and Japan. Materials and Technology Essential Knowledge/Understanding Essential Understanding: The Holocaust is an example of prejudice and discrimination taken to the extreme. Essential Knowledge: Major events and turning points of World War II 1.) Germany invaded Poland, setting off war in Europe. The Soviet Union also invaded Poland and the Baltic nations. 2.) Germany invaded France and captured Paris. 3.) Germany bombed London, and the Battle of Britain began. 4.) The United States gave Britain war supplies and old naval warships in return for military bases in Bermuda and the Caribbean (Lend Lease). 5.) Japan bombed Pearl Harbor. 6.) After Japan bombed Pearl Harbor, Germany declared war on the United States. 7.) The United States declared war on Japan and Germany. 8.) The United States was victorious over Japan in the Battle of Midway. This victory was the turning point of the war in the Pacific. 9.) Germany invaded the Soviet Union. The Soviet Union defeated Germany at Stalingrad, marking the turning point of the war in Eastern Europe. 10.) American and other Allied troops landed in Normandy, France, on D-Day to begin the liberation of Western Europe. 11.) The United States dropped two atomic bombs on Japan (Hiroshima and Nagasaki) in Essential Skills Essential Questions Bell Work/Starters/Remediation 1945, forcing Japan to surrender and ending World War II. Sequence events in United States history. (USII.1c) Interpret events from different historical perspectives. (USII.1d) Analyze and interpret maps that include major physical features. (USII.1f) What were the major events and turning points of World War II? What was the Holocaust? 1.) Students will complete multiple choice/interactive achievement questions. We will discuss, elaborate, and grade. 2.) Students will do a review application game activity called Hangman. In groups, students will have to solve a blank phrase associated with a turning point during World War II. Students will guess letters in order to solve the puzzle. After students have solved the phrase they have to decide/determine in their groups what the phrase pertains to in the context of a World War II turning point. Groups will record their answers on a dry erase board. If it is correct they get rewarded with a point. (35 minutes) 3.) In the same groups, students will do a floor sort on the major turning points of World War II. This activity will involve sequencing 11 events in the correct order of when they occurred. I will monitor and ask questions in order for students to have deeper understanding of the events, and for them to defend why certain events come before or after a certain events. I will also ask them why some events are important and what would happen if one event didn’t occur. (10-15 minutes) 4.) After this students will be answer questions from the smartboard in their groups that are associated with the sequence activity. They are to turn this in for a summative assessment grade. Procedure and Implementation Presentation of New Material 1.) Students will do a think-pair-share about the Holocaust. The word Holocaust will be written on the board. This activity will take 5-10 minutes. 2.) I will read a brief story about a Polish-Jewish child who survived the Holocaust. This will be done to grab students’ attention to let them know what the person went through. This will be an identification card from the United States Holocaust Memorial in Washington D.C. I will take answers from students if they have them. 3.) As a class, students will interact with notes on the Holocaust which are pages 14-16 in their World War II interactive notes packet. Summary and Closure of the Lesson 1.) List three things that you learned about the Holocaust. 2.) What are some questions that have about the Holocaust? 3.) What are some things you want to know about the Holocaust by the next class? Dates: 2/10/16 (Wednesday)/2/11/16 (Thursday Lesson Objective (s) Blooms Verbs in the Lesson Student Objective Materials and Technology Essential Knowledge/Understanding Essential Skills Essential Questions Bell work questions/Remediation Procedure and Implementation Summary and Closure of the Lesson Instructor: Jason G. Harris SOLUSHII.7b The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by locating and describing the major events and turning points of the war in Europe and the Pacific. Students will read about the events about the Holocaust. Students will practice for their alternative assessment by creating a picture caption with four turning points during World War II. Locating (Level 1), Describing (Level 2), Sequencing (Level 3) Today I will learn about the events during the Holocaust So I will understand why the Holocaust happened I know I’ve got it when I understand that the Holocaust was a major event that destroyed the lives of innocent people Review questions, Play: Pearl Harbor: Words of War, textbook reading Essential Understanding: Despite initial Axis success in both Europe and the Pacific, the Allies persevered and ultimately defeated Germany and Japan. Essential Understanding: The Holocaust is an example of prejudice and discrimination taken to the extreme. 10.) American and other Allied troops landed in Normandy, France, on D-Day to begin the liberation of Western Europe. 11.) The United States dropped two atomic bombs on Japan (Hiroshima and Nagasaki) in 1945, forcing Japan to surrender and ending World War II Sequence events in United States history. (USII.1c) Interpret events from different historical perspectives. (USII.1d) Analyze and interpret maps that include major physical features. (USII.1f) What were the major events and turning points of World War II? What was the Holocaust? 1.) Students will complete a fix it worksheet. This will be an opened assignment. 2.) Students will be given a sheet of print paper. They will fold it two times to make a 4-quare. Students will use their notes from pages 8-10 in their interactive notes packet on World War II to practice for their alternative assessment. They will be given 4 turning points of World War II to sketch a picture of the event, write a caption under the picture, and title it. They must put it in the correct sequence when they do this. They must have 4 items (25 minutes independently) In the caption, under their picture sketch, they have to explain why the event is significant and to provide a description that teaches a viewer of it. The events will be 1.) Lend-Lease Bill, 2.) Bombing of Pearl Harbor, 3.) U.S. Declares war on Japan, 4, D-Day Invasion at Normandy-These events will not be in order when presented to students. I will provide a sample rubric. 1.) Ball-Toss-Review on the Holocaust. 2.) Read section in textbook about the Holocaust pages 495-497 and write an acrostic on the word HOLOCAUST, define terms, and complete reading checks. Turn in for formative assessment. Informal exit questions and debriefing. Lesson Objective (s) Blooms Verbs in the Lesson Student Objective Materials and Technology Essential Knowledge/Understanding Essential Skills Essential Questions Procedure and Implementation Summary and Closure of the Lesson SOLUSHII.7b The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by locating and describing the major events and turning points of the war in Europe and the Pacific. Students will read about the events about the Holocaust Locating (Level 1), Describing (Level 2), Sequencing (Level 3) Today I will learn about the events during the Holocaust So I will understand why the Holocaust happened I know I’ve got it when I understand that the Holocaust was a major event that destroyed the lives of innocent people Review questions, Play: Pearl Harbor: Words of War, textbook reading Essential Understanding: Despite initial Axis success in both Europe and the Pacific, the Allies persevered and ultimately defeated Germany and Japan. Essential Understanding: The Holocaust is an example of prejudice and discrimination taken to the extreme. 10.) American and other Allied troops landed in Normandy, France, on D-Day to begin the liberation of Western Europe. 11.) The United States dropped two atomic bombs on Japan (Hiroshima and Nagasaki) in 1945, forcing Japan to surrender and ending World War II Sequence events in United States history. (USII.1c) Interpret events from different historical perspectives. (USII.1d) Analyze and interpret maps that include major physical features. (USII.1f) What were the major events and turning points of World War II? What was the Holocaust? 1.) Students will complete bell work questions. 2.) Complete play: Pearl Harbor: Words of War. Students will complete follow up questions about the play. They will turn in these questions. 3.) Read section in textbook about the Holocaust pages 495-497 and write an acrostic on the word HOLOCAUST. Informal exit questions and debriefing. Dates: 2/12/16 (Friday)/2/15/16 (Monday) Instructor: Jason G. Harris Lesson Objective (s) SOLUSHII.7c The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by describing the impact of the war on the home front. Blooms Verbs in the Lesson Locating (Level 1), Describing (Level 2), Sequencing (Level 3) Student Objectives Today I will describe the impact of the war on the home front. So I can understand how Americans contributed to the war effort I know I’ve got it by creating a poster that pertains to the American War effort Materials/Technology Information Notes on the Holocaust and the American Home front during World War II, LCD projector, unitedstreaming.com clips, print paper, propaganda pictures from World War II, video questions on video clips pertaining to Victory in Europe, War in the Pacific, and American Goes to War (Direct Involvement/Home front) Essential Knowledge/Understandings 1.) The United States declared war on Japan and Germany. 2.) The United States was victorious over Japan in the Battle of Midway. This victory was the turning point of the war in the Pacific. 3.) Germany invaded the Soviet Union. The Soviet Union defeated Germany at Stalingrad, marking the turning point of the war in Eastern Europe. 4.) American and other Allied troops landed in Normandy, France, on D-Day to begin the liberation of Western Europe. 5.) The United States dropped two atomic bombs on Japan (Hiroshima and Nagasaki) in 1945, forcing Japan to surrender and ending World War II. 6.) American involvement in World War II brought an end to the Great Depression. Factories and workers were needed to produce goods to win the war. 7.) Thousands of American women took jobs in defense plants during the war (e.g., Rosie the Riveter). 8.) Americans at home supported the war by conserving and rationing resources. 9.) The need for workers temporarily broke down some racial barriers (e.g., hiring in defense plants), although discrimination against African Americans continued. 10.) While many Japanese Americans served in the armed forces, others were treated with distrust and prejudice, and many were forced into internment camps. Essential Skills Sequence events in United States history. (USII.1c) Interpret events from different historical perspectives. (USII.1d) Analyze and interpret maps that include major physical features. (USII.1f) Essential Questions 1.) What were the major events and turning points of World War II? 2.) What was the Holocaust? 3.) How did Americans at home support the war effort? 4.) What effect did the war have on race relations in America? Bell work/Starter/Remediation Procedure/Implementation 1.) Students will complete multiple choice/opened questions for warm up. Discuss, elaborate, and grade each question. 1.) Students will do brainstorm question that connects past and present. 2.) Students will get it acrostic that was made on the term HOLOCAUST. I will review with students by writing the acrostic word on the board and asking me what they came up with for each letter. Have a brief slide show and notes on the Holocaust. 3.) Show 8 minute clip of War in the Pacific and have students list important events. 5.) Hangman Review on the Holocaust 6.) Show 8 minute clip of War in the Pacific and have students list important events. 7.) Students will view 15 minutes clip from unitedstreaming.com called American Goes to War. This will be about the American home front during World War II. This segment will be about the role of the American Woman in the war effort, the role of the African American in the war efforts as well as the change in race relations that impacted African Americans, it will entail information about how the U.S. economy changed during World War II, and it will entail information about the racial prejudices Japanese Americans endured when they were ordered to go to internment camps. Students will complete follow up review questions for discussion. 8.) Students will take notes on American involvement in World War II (brief lecture) 9.) Students will do a station activity where they will view propaganda posters promoting the war effort. There will be 10 pictures. Students will complete a chart and describe what they see in the picture and explain what the message conveys-They will be able to detect bias and separate fact from opinion. They will have 3 minutes at each station. We will discuss student responses in debriefing session. 10.) Students will create a propaganda poster to encourage contribution to the war effort. Students will be able to share when done. Summary/Closure Students will complete 5 exit ticket questions.