Lesson DesignRoddy AdkissonThe Second World War (This lecture is a part of a series)11thGrade U.S. History (Honors)April 17, 2013I. Instructional Objectives- After instruction, the students will demonstratetheir ability to identify the causes of World War II with 80% accuracy. Theywill recognize the definitions of Communist and Fascist with 80% accuracy.They will recognize World War II alliances with 80% accuracy (SPI 8.1, 8.3,and 8.7).II. TN Curriculum Standards:1.0-Understand the effects of WWII upon American society.3.0-Identify the countries affected by the totalitarian states and their actsof aggression and expansion considering geographic location.III. Specific performance indicator:8.1- Identify the causes of World War II.8.3-Recognize the definitions of totalitarianism, fascism, communism,nationalism, and anti-Semitism.8.5-Interpret a timeline of major events from WWII.8.7-Recognize World War II alliances.Introduction-A. Label the Learning- “Today students we are going to learn about theorigins of the Second World War. We will explore more about how theeffects of the depression led to imperialism in Europe.B. Relate to Student’s Frame of Reference-This semester we have had severalclass discussions about how perceived losses lead revolutions. If oneparty wins, it generally comes at a great loss to the other party (orperceived loss). Neither team thinks that they have shared points ofinterests. It is 100% competitive. History shows us that the mere thoughtof one group getting special treatment while another group suffers createsstrife and usually war.C. Relate to Prior and Future Learning- Yesterday, we completed our firstlecture in the series on the Great War. We talked about the spread ofFascism in Italy, Russia’s 5 year plan, and Japan’s need for naturalresources. Today, we are going to build on to that lecture. Later,you willuse all of this information to create a timeline of significant events.IV. Involve Every Student- Every student will complete a Bell ringer activity overthe Treaty of Versailles (SPI 8.1).V. InstructionD. New LearningE. Input-
1. Students will learn about the events that led to the Second WorldWar.A. Relevance and Importance of the ConceptStudents will be able to explain how the decrease inproduction combined with major losses directly led toWorld War II. They will learn how the country struggledover interventionism and isolationism. They will learnabout the complexity of United States politics and foreignpolicy in times of financial hardships.B. Definitions: interventionism, isolationism, fascism,Communism, militarism, nationalism, & imperialismState the SkillB. Show Relevance and Importance of the SkillThe students will demonstrate their ability to develop anunderstanding of the political, economic, and social causethat lead to WWII with 80% accuracy. They willparticipate in a review activity on the board known as “FlySwatter”. After the review activity the students willcomplete a justification table on whether or not they thinkthe U. S. should have intervened earlier.C. Participation in Learning the SkillEvery student will participate in the activity at the board.During the lecture they will also be randomly selected toanswer review questions by catching a green fuzzy ball thatI will pass. The students will turn in a written reflection onthe next day that explains their attitudes about theassignment and whether or not it changed from thebeginning of the project to the end.D. Practice and ReviewAfter everyone finishes, we will discuss the summaries asa class. This assignment may take more than one day tocomplete.E. Applying the SkillThe students will complete a storyboard concept map todemonstrate their understanding of the lecture.VI. MonitorI will ask questions throughout the lesson to help determine student interest andcomprehension. I will use oral review, fist to five, and thumbs up/thumbs downto assess their level of understanding throughout the lesson. If there aremisunderstandings or confusion, I will veer off of my schedule and re-teach thematerial until all students demonstrate an acceptable level of understanding. Iwill also randomly call on studentsVII. Teaching StrategiesA. Lecture: Students will be provided with typed notes for the lecture, but theywill also be shown a power-point presentation of the material on the projector.
B. Discussion: There will be a class discussion after students complete theirgroup projects. * HOTS* (INTASC STANDARDS 2, 5, 6)C. Lecture: Recitation: Students will have to orally respond to questions askedduring and after the lecture (INTASC STANDARD 4)D. Cooperative Learning: Students will be assigned to groups and required tocreate solutions for dealing with economic downturns (other than threateningnuclear war). (INTASC STANDARD 8)VIII. Description of Organization of Student LearningStudents will be seated in their desks in groups of three or four. I will movearound the room periodically to ensure that students are clear on theinstructions and on task.IX. Lesson EvaluationA. Students will participate in oral discussions. They will be asked to use fist tofive as well as thumbs up/thumbs down to demonstrate their level ofunderstanding.B. Reflective evaluation will be completed as I evaluate my teaching of thislesson. These reflections will be recorded in my personal portfolio.X. ConclusionThe teacher will close the lesson by restating some of the highlights of coveredmaterial and passing out graphic organizers and maps that relate to the lesson.XI. Student Practice and ReviewStudents will complete a graphic organizer based on notes taken from the lecture.They will also participate in cooperative learning activities.XII. Media and MaterialsA. Handouts: to be used as additional reinforcementB. ProjectorC. Green ballD. Justification scalesE. PicturesF. Fly swattersG. Vocabulary boardXIII. OptionStudents that finish assignments early will be allowed to help others who may behaving difficulty generating ideas.XIV. Reflection (Reflections will be recorded in journal)A. Evaluation of lesson planB. Evaluation of teaching this lessonC. Evaluation of student involvementD. Evaluation of students’ learning