Goals & Objectives
Students will analyze the changing social landscape of the U.S. during the war. Students will be able to summarize the U.S.’s economic change to a war footing.
California State Content and Common Core Standards.
10.8 Students analyze the causes and consequences of World War II
10.8.2 Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.
CCSS.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
10.8.2 Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.
CCSS.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
Lesson Introduction
I will have the students individually write out a K-W-L chart. After allowing them a few minutes to complete the chart I will ask several students questions like “What are some of the things you put down in the Know (or Want to know) section?” and with a follow up question of what they know about the subject they wrote down.
Vocabulary
Students will be told before the lecture begins to be on the lookout for certain vocab words that are written on the board. They can write them in their vocabulary dictionary for the unit along with an accompanying picture so that they can better recall.
Victory Program
Liberty Ships
Selective Service Act
J Philip Randolph
Braceros
Zoot Suiters
Rationing
Internment
Victory Program
Liberty Ships
Selective Service Act
J Philip Randolph
Braceros
Zoot Suiters
Rationing
Internment
Content Delivery (Lecture)
The content will be delivered using a slide rocket presentation. It will provide students with the relevant information concerning the U.S. efforts on the home front and the social change that took place.
Student Engagment
Students will be given guided notes to accompany the lecture and point out the key points that students should understand. Periodically the presentation will ask students questions based on their understanding of the lecture Students will answer content and critical thinking based questions concerning the selective service act, zoot suiters and the Japanese internment on their guided notes.
Lesson Closure
Students will do an individual quick write about what they learned that day and ask one question that they would like to know more about or that they didn’t understand.
Assessment
Formative-During the lecture, the teacher will periodically ask the students comprehension and critical thinking questions to ensure that the students understand the material. For the slide questions, the teacher will ask some of the students what their answers are.
Summative-The students write a quick write about what they learned and if they have any questions pertaining to the lesson. The teacher will be able to go over their answers and see if the objectives and goals were met and determine to proceed to new material or re-cover the material.
Summative-The students write a quick write about what they learned and if they have any questions pertaining to the lesson. The teacher will be able to go over their answers and see if the objectives and goals were met and determine to proceed to new material or re-cover the material.
Accommodations for English Learners, Striving Readers and Students with Special Needs
The guided notes will provide scaffolding for students with special needs and EL’s. The vocabulary dictionary will be particularly useful for EL students as they have a source to go back and go over the definition and a visual picture to help them remember.