Goals and Objectives
Students will identify and explain why certain technologies and tactics were important during World War II. Students will evaluate that technology or tactic’s impact on world after the war.
California State Content and Common Core Standards
10.8 Students analyze the causes and consequences of World War II.
10.8.3 Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
10.8.6 Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
CCSS.RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.WH.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.WH.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
CCSS.WH.9-10.8 Gather relevant information from multiple authoritative print and digital sources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
10.8.3 Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
10.8.6 Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
CCSS.RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.WH.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.WH.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
CCSS.WH.9-10.8 Gather relevant information from multiple authoritative print and digital sources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Lesson Introduction
Students will do a Gallery Walk. Around the room there will be various pictures of topics that they will be working on. Students will be broken up into groups of 4. The teacher will gauge by a “thumbs-up, thumbs-down” response if the students have heard of any of the pictures on the wall. The teacher will then ask various students who gave a thumbs-up response what they know about the topic.
Topics: Blitzkrieg, V-2 Rocket, Radar, Atomic Bomb, Strategic Bombing, Penicillin, Computers, Aircraft Carriers,
Topics: Blitzkrieg, V-2 Rocket, Radar, Atomic Bomb, Strategic Bombing, Penicillin, Computers, Aircraft Carriers,
Vocabulary
The below definitions will be placed on the board for the class to see. Students will be told to write all of the terms on a piece of paper (two terms on each half of the paper as they will be taking notes on them). As the groups present their technology or tactic, notes will be taken by the students on the information being presented.
Blitzkrieg: Using mechanized armies, a military force quickly pushes into enemy territory with the goal of surprising and keeping the enemy unbalanced and unable to respond to threats.
V-2 Rocket-A sophisticated rocket designed and used by the Germans in World War II.
Radar-A early warning response device used to detect aircraft and missiles.
Atomic Bomb-A weapon of mass destruction capable of leveling entire cities in a single blast.
Strategic bombing –A military strategy where the goal is to destroy an enemy city or economic base using bombers and missiles rather than its army or navy.
Penicillin-Antibiotics which is effective against many types of diseases and infections.
Aircraft Carriers-Ships that have a complete flight deck capable of launching airplanes.
Computers-Devices developed to do logical processes and arithmetic.
Blitzkrieg: Using mechanized armies, a military force quickly pushes into enemy territory with the goal of surprising and keeping the enemy unbalanced and unable to respond to threats.
V-2 Rocket-A sophisticated rocket designed and used by the Germans in World War II.
Radar-A early warning response device used to detect aircraft and missiles.
Atomic Bomb-A weapon of mass destruction capable of leveling entire cities in a single blast.
Strategic bombing –A military strategy where the goal is to destroy an enemy city or economic base using bombers and missiles rather than its army or navy.
Penicillin-Antibiotics which is effective against many types of diseases and infections.
Aircraft Carriers-Ships that have a complete flight deck capable of launching airplanes.
Computers-Devices developed to do logical processes and arithmetic.
Content Delivery
The definitions given in the vocabulary section will be presented to class and discussed. The teacher will ask if the students have any questions relating to what the terms are or any vocabulary within the definitions.
Then students will be given a paper explaining how to determine if a website is reliable or not and the teacher will go over the paper with the students.
Website Reliability Site
Then students will be given a paper explaining how to determine if a website is reliable or not and the teacher will go over the paper with the students.
Website Reliability Site
Student Engagment
Students will go to the computer lab and investigate the topic that they have been assigned. One student will investigate how the device was invented (the Who, When, and any background history), another student will investigate what the device was used for during WWII, and the last student will investigate how the device is still used today or what its impact on the world at large was. Students will use sweetsearch.com and not Google to ensure that they are getting information from valid sources.
Students will then have to synthesize all of the notes that they have taken on their topic in the computer lab into an essay. The essay must be coherent and written to the best of their ability.
After two days of computer lab work, the students will be given two boxes per group. They will now have to come up with a skit describing their topic with all the relevant information and they must incorporate the boxes into their skit somehow. They will be given coloring markers, tape, and scissors to accomplish this task. Two days will be given to come up with a skit and complete their boxes.
Presentation Rubric found here.
Students will then have to synthesize all of the notes that they have taken on their topic in the computer lab into an essay. The essay must be coherent and written to the best of their ability.
After two days of computer lab work, the students will be given two boxes per group. They will now have to come up with a skit describing their topic with all the relevant information and they must incorporate the boxes into their skit somehow. They will be given coloring markers, tape, and scissors to accomplish this task. Two days will be given to come up with a skit and complete their boxes.
Presentation Rubric found here.
Lesson Closure
The teacher will have students take notes on the skits and write a short, two minute quick write after each skit about what the students learned. He will call on random students and ask them what they learned from the presentation.
Assessment
Progress Monitoring: The students will write an essay synthesizing the information they learned from the computer lab. The teacher will be able to tell if students are missing important pieces of information and see if they are on task or if the students need more time for research.
Summative: The skit at the end of the lesson will show the teacher what the students learned from their research and if they understand the concepts of their topics. If the teacher feels it is necessary, a lecture presentation can be done in a following class period to cover any gaps in content knowledge.
Summative: The skit at the end of the lesson will show the teacher what the students learned from their research and if they understand the concepts of their topics. If the teacher feels it is necessary, a lecture presentation can be done in a following class period to cover any gaps in content knowledge.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Groups will be formed in accordance with individual students needs. Students who require accommodations will be placed in groups which contain students who will help them achieve the learning goals. The teacher will be more attentive and available to ensure that the students are able to accomplish the activity.