Goals and Objectives
Students will identify the reasons the U.S. entered World War II. They will analyze the change in the war in favor of the Allies and identify the key battles involved. Students will examine Dwight Eisenhower and Douglas MacArthur’s roles as commanders.
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.
10.8.3 Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
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.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.
10.8.3 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.
10.8.3 Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
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.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 hand out an anticipation guide for the students to fill out to activate their prior knowledge and get them thinking about day’s topic. I will monitor as they fill it out and call on students for their answers and ask them what their reasoning is for the answer they gave.
Vocabulary
The teacher highlight the vocabulary terms before the prereading strategy to focus the students on what information they should be looking for in the text. The students will enter the vocabulary terms in their foldable as part of their student engagement and for later use as a study guide.
Pearl Harbor
Douglas MacArthur
Battle of Midway
Guadalcanal
Dwight D Eisenhower
Stalingrad
Operation Overlord
Battle of the Bulge
Kamikaze
Manhattan Project
Hiroshima and Nagasaki
Pearl Harbor
Douglas MacArthur
Battle of Midway
Guadalcanal
Dwight D Eisenhower
Stalingrad
Operation Overlord
Battle of the Bulge
Kamikaze
Manhattan Project
Hiroshima and Nagasaki
Content Delivery
To introduce the reading I will first go over the headings and subheadings with the students and ask them what they think that they might find in the section, what they already know about the topic, and also what they also they want to learn from that section.
The students will be broken up into groups and each will focus on a different topic. The topics are Peal Harbor, The Pacific Campaign, Stalingrad, Victory in Europe, and Victory in the Pacific.
The students will read the text and enter the vocabulary terms in their foldable. After the students are finished reading, the groups will be broken up and remade with a group member from each topic and they will peer-teach each other their topic while the other students will fill out the rest of their foldable.
The teacher will be walking around the classroom and ensuring that students remain on task and answering questions.
The students will be broken up into groups and each will focus on a different topic. The topics are Peal Harbor, The Pacific Campaign, Stalingrad, Victory in Europe, and Victory in the Pacific.
The students will read the text and enter the vocabulary terms in their foldable. After the students are finished reading, the groups will be broken up and remade with a group member from each topic and they will peer-teach each other their topic while the other students will fill out the rest of their foldable.
The teacher will be walking around the classroom and ensuring that students remain on task and answering questions.
Student Engagement
As they are doing the reading, the students will fill out a vocabulary foldable. They will write the term and any facts, dates, definition, or people that pertains to the vocabulary word. A picture will also be drawn next to the term to show comprehension and facilitate another avenue for learning.
The students will also engage in a peer-teach and show their grasp of the subject by teaching their fellow students what their topic was about.
The students will also engage in a peer-teach and show their grasp of the subject by teaching their fellow students what their topic was about.
Lesson Closure
When students are finishing up, I will engage in a “You’re stuck here until” activity. I will ask each student to define a vocabulary term in their own words. I will jokingly not allow them to leave until they have given an answer.
Assessment
Formative: The anticipatory guide and the probing questions about the students reasoning is a way for the teacher to see how much the students know about a topic and to activate their prior knowledge.
Summative: The foldables will be checked for accuracy, comprehension, and completeness but not graded. This will enable the teacher to determine whether or not the subject needs to be recovered using a different strategy.
Summative: The foldables will be checked for accuracy, comprehension, and completeness but not graded. This will enable the teacher to determine whether or not the subject needs to be recovered using a different strategy.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Learners, Students with Special Needs, and Striving Readers will be grouped with students who have higher reading skills. A text that has been modified to better meet their reading level may be provided if it is needed.