This document outlines a 7-day unit plan for an 11th grade U.S. History class covering World War II that includes objectives, an overview of daily topics, assessments, teaching tools, and several individual lesson plans with goals, standards, and activities.
The document outlines a 5-day lesson plan for a 10th grade history class on the war in the Pacific during World War II. It details that the class has 23 students, most of whom are Caucasian and born in the US. Over the 5 days, students will learn about key events and debates around the bombings of Hiroshima and Nagasaki. They will conduct research in groups to argue whether the bombings were necessary or not, then debate each other on the final day.
This unit plan is for a 9th grade class on the American Civil War. It is composed of 28 students, mostly girls. Over the course of 4 days, students will learn about the causes of the war, key battles and figures. On day 1, students will learn about events leading up to the war and create posters. On day 2, they will focus on how the North and South responded to succession through a webquest. On day 3, important battles and generals will be covered, along with a virtual tour of Gettysburg. On day 4, students will present their group assignments to the class while tweeting new information learned. Technology used includes Glogster, YouTube, PowerPoint and Second Life.
This unit plan is for a 9th grade class on the American Civil War. It consists of 4 days of lessons to help students demonstrate their knowledge of the war's causes, key battles, and important figures. On day 1, students will learn about events leading up to the war and the social climate. They will create posters to show understanding. On day 2, students will focus on how the North and South responded to secession through a webquest on the Confederacy. Day 3 covers important battles and generals through presentations and a virtual tour of Gettysburg. On the final day, students will present their assigned topics to the class and tweet new information learned from presentations. Technology used includes Glogster, wikis, YouTube, Second Life
Should the us enter WWI? SAC by Lauren Tatajelenjos
Here are the key points my partner and I will make in arguing that the United States should enter World War I:
1. The documents show that neutrality was not truly protecting American interests as shown in Document 1 with the political cartoon depicting Uncle Sam being threatened while trying to remain neutral.
2. American public opinion began turning against Germany after events like the sinking of the Lusitania in Document 2, showing Americans wanted some action taken against Germany.
3. The Zimmerman Telegram in Document 4 revealed a German plot with Mexico that threatened American territory, giving the U.S. a reason to enter the war in self-defense.
4. Taken together, these documents provide evidence that remaining neutral was no
The document outlines a two-day lesson plan about the Treaty of Versailles and its global effects after World War I. The lesson has six cognitive objectives that students will meet, including understanding the endings of various empires and colonies' desires for independence. Students will discuss whether the treaty's terms regarding Germany were fair. On the second day, students will simulate being countries signing the treaty and creating the League of Nations. The lesson concludes with formative and summative assessments of students' knowledge through class discussions and two homework essays.
This document summarizes an academic workshop on using primary sources to teach history. It provides background on a lesson for an 11th grade US History class exploring whether the Indian Wars of the late 1800s were inevitable. The lesson uses 8 primary documents to examine the relationship between white settlers and Native Americans and have students debate whether conflicts could have been avoided. Students will assess the documents and write an essay arguing their position on the historical question.
The document describes a family, John and Mary Allen, who farmed multiple properties totaling over 100 acres in the early 1900s. To supplement their income from farming, John's father would travel by horse and wagon to nearby villages selling pottery made by the family. Through renting farms, pottery sales, and saving money, the Allen family was able to prosper and pay off their farmland properties over 10 years of work.
Copy Of Lesson Plan #2 Wwii Battles With Tec...[1]shelbycarbaugh
1) This lesson plan involves students researching and reporting on major World War 2 battles through creating video news reports in groups.
2) Students will be placed into groups and assigned a specific battle to research, with roles including anchors, reporters, and interviewees.
3) By researching their assigned battle and creating a video news report, students will analyze why their battle was a strategically important turning point in the war and how resources and location impacted the Allied strategy.
The document outlines a 5-day lesson plan for a 10th grade history class on the war in the Pacific during World War II. It details that the class has 23 students, most of whom are Caucasian and born in the US. Over the 5 days, students will learn about key events and debates around the bombings of Hiroshima and Nagasaki. They will conduct research in groups to argue whether the bombings were necessary or not, then debate each other on the final day.
This unit plan is for a 9th grade class on the American Civil War. It is composed of 28 students, mostly girls. Over the course of 4 days, students will learn about the causes of the war, key battles and figures. On day 1, students will learn about events leading up to the war and create posters. On day 2, they will focus on how the North and South responded to succession through a webquest. On day 3, important battles and generals will be covered, along with a virtual tour of Gettysburg. On day 4, students will present their group assignments to the class while tweeting new information learned. Technology used includes Glogster, YouTube, PowerPoint and Second Life.
This unit plan is for a 9th grade class on the American Civil War. It consists of 4 days of lessons to help students demonstrate their knowledge of the war's causes, key battles, and important figures. On day 1, students will learn about events leading up to the war and the social climate. They will create posters to show understanding. On day 2, students will focus on how the North and South responded to secession through a webquest on the Confederacy. Day 3 covers important battles and generals through presentations and a virtual tour of Gettysburg. On the final day, students will present their assigned topics to the class and tweet new information learned from presentations. Technology used includes Glogster, wikis, YouTube, Second Life
Should the us enter WWI? SAC by Lauren Tatajelenjos
Here are the key points my partner and I will make in arguing that the United States should enter World War I:
1. The documents show that neutrality was not truly protecting American interests as shown in Document 1 with the political cartoon depicting Uncle Sam being threatened while trying to remain neutral.
2. American public opinion began turning against Germany after events like the sinking of the Lusitania in Document 2, showing Americans wanted some action taken against Germany.
3. The Zimmerman Telegram in Document 4 revealed a German plot with Mexico that threatened American territory, giving the U.S. a reason to enter the war in self-defense.
4. Taken together, these documents provide evidence that remaining neutral was no
The document outlines a two-day lesson plan about the Treaty of Versailles and its global effects after World War I. The lesson has six cognitive objectives that students will meet, including understanding the endings of various empires and colonies' desires for independence. Students will discuss whether the treaty's terms regarding Germany were fair. On the second day, students will simulate being countries signing the treaty and creating the League of Nations. The lesson concludes with formative and summative assessments of students' knowledge through class discussions and two homework essays.
This document summarizes an academic workshop on using primary sources to teach history. It provides background on a lesson for an 11th grade US History class exploring whether the Indian Wars of the late 1800s were inevitable. The lesson uses 8 primary documents to examine the relationship between white settlers and Native Americans and have students debate whether conflicts could have been avoided. Students will assess the documents and write an essay arguing their position on the historical question.
The document describes a family, John and Mary Allen, who farmed multiple properties totaling over 100 acres in the early 1900s. To supplement their income from farming, John's father would travel by horse and wagon to nearby villages selling pottery made by the family. Through renting farms, pottery sales, and saving money, the Allen family was able to prosper and pay off their farmland properties over 10 years of work.
Copy Of Lesson Plan #2 Wwii Battles With Tec...[1]shelbycarbaugh
1) This lesson plan involves students researching and reporting on major World War 2 battles through creating video news reports in groups.
2) Students will be placed into groups and assigned a specific battle to research, with roles including anchors, reporters, and interviewees.
3) By researching their assigned battle and creating a video news report, students will analyze why their battle was a strategically important turning point in the war and how resources and location impacted the Allied strategy.
This 45-minute civics lesson plan aims to teach students about the Declaration of Independence. Students will create a foldable booklet matching sections of the Declaration to their preamble and grievances. They will then work in groups to illustrate and present different sections. Formative assessment includes listening to group discussions and presentations. Summative assessment consists of checking students' homework illustrations for comprehension of the Declaration's meaning. The goal is for students to understand the reasons the colonies declared independence from Great Britain.
Teacher Brandon Carnevale's US History lesson plan for October 29th involves 11th grade students examining and debating the Cuban Missile Crisis. Students will first read about the crisis and split into groups to debate whether the US should have entered the Cold War, with one group supporting entering the war and one against it. They will then participate in a Cold War debate pretending to be in JFK's war room during the crisis and argue their assigned positions.
M.S. 442 CGSI ELA II 7th & 8th Grade Course OverviewCGSI
M.S. 442 CGSI ELA II 7th & 8th Grade Course Overview. During the year students in the 7th & 8th grade ELA 2 course will study the following historical events paired with a real-world current issue.
This document provides an overview of the upcoming lessons and assignments for a high school Modern World History class covering World War I and the Russian Revolution. For the week, students will analyze the causes of WWI, examine the principal battles and turning points, learn how the Russian Revolution impacted the outcome of the war, and discuss human rights violations. Assignments include studying for tests on chapters 13 and 14, completing study guides, answering objective questions, presenting propaganda posters, taking a quiz, and reading chapters on the Russian Revolution to analyze Lenin and Stalin's rise to power.
The document outlines a 50-minute lesson plan for a 10th grade U.S. History class on the causes of the Civil War. The goals are for students to learn the causes of the Civil War and the objectives are for students to list reasons for the causes and reason why those reasons led to the Civil War. The procedure involves introducing a word wall, having students write quickwrites on what they think caused the war, reading texts in groups to find evidence on if slavery was the only cause, and having group discussions and reflections. Formative assessment involves checking student work and summative assessment has students write simulated journal entries from Union or Confederate soldiers stating reasons for fighting in the war.
This unit plan focuses on teaching 9th and 10th grade students about the Cold War. The unit aims to help students understand key questions like who fought in the Cold War, the difference between ideological wars and others, and how the Cold War changed American foreign policy. Students will learn about the collapse of the Soviet Union by doing grouped presentations and station learning. They will also create a flow chart to understand the causes and effects of the Truman Doctrine and Marshall Plan. Additionally, students will make an illustrated timeline of important Cold War events. Assessment will include entry-level questions, a webquest, and a final summative where students create storybooks about different Cold War topics and teach their classmates.
This lesson uses primary documents from World War II, including a map and photographs, to teach students about how soldiers spent their free time on leave in New York City. Students analyze the documents in groups and make observations about attractions and services, popular destinations, and places not listed. They then plan a sample soldier's day and discuss how servicemen were expected to behave. Finally, students write an informative essay synthesizing their analysis of the primary documents.
The document is a letter from Charles Dana to William Seward discussing Lincoln's announcement of the Emancipation Proclamation in September 1862. Dana suggests that Lincoln may have a personal interest in freeing slaves and restoring the Union. He expresses distaste for slaves and believes they are "right" as cotton cultivating slaves in the South. The letter contains Dana's opinion on one part of the Proclamation that bothers him regarding efforts to repress freed slaves.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a United States History course covering the period from 1877 to the present. It provides 13 strands covering topics like key historical eras and events, civil rights movements, geography, and immigration. Teachers are to use primary and secondary sources to help students understand historical context and multiple perspectives on history.
This document outlines activities for a unit on the history of the United States, including its development as a melting pot of cultures, the independence movement, and the Civil War. The activities include watching videos, answering multiple choice questions, discussing topics in pairs or groups, completing running dictations, reading biographies, and filling in blanks with verb tenses. The goal is for students to learn about the social and ethnic diversity of the US, key events in American history, and to practice various language skills.
The document provides an overview of a lesson plan about the Mexican holiday Dia de Los Muertos (Day of the Dead). The objective is for students to discuss and compare U.S. and Mexican attitudes toward death. Students will read an article about Dia de Los Muertos and write a paragraph comparing their own culture's views on death. They will then identify the main ideas in each other's paragraphs.
Transformative Art unit plan. Community mural project that involves students critically analyzing messages found in contemporary society and how they relate to historical propaganda and messages about people of color.
The document outlines an 8th grade unit plan on the American Civil War and Reconstruction in Georgia that lasts two weeks. Students will analyze key events and impacts of the Civil War on Georgia like Sherman's Atlanta Campaign and March to the Sea. They will also explore the effects of Reconstruction through amendments to the Constitution, the Freedmen's Bureau, and black legislators in the post-war period. The unit aims to help students understand the causes and consequences of the Civil War from Georgia's perspective.
This document outlines a project for students to learn about Memorial Day and related holidays celebrated in other countries. It proposes that students work in groups to create a website providing information about how Memorial Day is celebrated in the US, Remembrance Day in Britain, and Victory Day in Russia. Each group would research one holiday, collecting pictures and information to include in a multimedia description. The groups would post their work to a shared website for others to read and provide feedback. The project aims to teach students about the holidays through cooperative work and use of technology.
Here is a 6 sentence response explaining the reasons for Georgia's capital moves:
The capital was first located in Savannah because it was the colony's main port city. It was later moved to Augusta to be closer to the frontier and protect settlers from Native American attacks. Louisville then became the capital to be in a more central location within the state. Milledgeville was chosen as the capital to encourage development in the interior of Georgia away from the coasts. However, as railroads expanded and Atlanta grew into an economic hub, the capital was relocated there in 1868 to be near the new centers of commerce and transportation. Atlanta's central location and growing population have allowed it to remain the state capital since.
This document outlines a 5-day lesson plan for teaching 5th grade students about the American Civil War. The 24 students are a diverse group. Over the course of the week, through videos, readings, activities and a robot, students will learn about America before and after the war, its causes and key events, and be able to describe its effects on the country with 90% accuracy.
The document summarizes major events in the Pacific theater of World War 2 from 1941 to 1945, including Japan's conquest of the Philippines and Bataan Death March, key naval battles such as Coral Sea and Midway, the Guadalcanal campaign, the bombing of Hiroshima and Nagasaki, and postwar events like the Nuremberg Trials and Japanese internment camps in the US.
The document discusses several educational philosophies that can be effectively implemented in a social studies classroom, including Dewey's progressive system, cooperative learning strategies like PALS, place-based education through organizations like Co-Seed, and critical pedagogy. It argues teachers should use new techniques like technology, games, and primary sources instead of just textbooks. Cooperative learning allows students to assist each other and learn more effectively from peers. Place-based education and critical pedagogy help make lessons more relevant to students' lives and cultures.
Profits4Us is a multi-level marketing company that sells prepaid airtime, electricity, and lottery tickets. It has a unique rewards program that pays commissions to members when their referrals and referrals' referrals purchase products. To participate, one must register for free on the company's website, deposit funds into the service provider's bank account, and purchase an airtime voucher worth at least R101 to become a customer and qualify for commissions. The rewards program levels members' referrals under them so they can earn commissions from multiple levels of referrals' product purchases.
This document outlines a 7-day unit plan for an 11th grade U.S. History class covering World War II that includes objectives, an overview of daily topics, assessments, teaching tools, and several individual lesson plans with goals, standards, and activities.
This 45-minute civics lesson plan aims to teach students about the Declaration of Independence. Students will create a foldable booklet matching sections of the Declaration to their preamble and grievances. They will then work in groups to illustrate and present different sections. Formative assessment includes listening to group discussions and presentations. Summative assessment consists of checking students' homework illustrations for comprehension of the Declaration's meaning. The goal is for students to understand the reasons the colonies declared independence from Great Britain.
Teacher Brandon Carnevale's US History lesson plan for October 29th involves 11th grade students examining and debating the Cuban Missile Crisis. Students will first read about the crisis and split into groups to debate whether the US should have entered the Cold War, with one group supporting entering the war and one against it. They will then participate in a Cold War debate pretending to be in JFK's war room during the crisis and argue their assigned positions.
M.S. 442 CGSI ELA II 7th & 8th Grade Course OverviewCGSI
M.S. 442 CGSI ELA II 7th & 8th Grade Course Overview. During the year students in the 7th & 8th grade ELA 2 course will study the following historical events paired with a real-world current issue.
This document provides an overview of the upcoming lessons and assignments for a high school Modern World History class covering World War I and the Russian Revolution. For the week, students will analyze the causes of WWI, examine the principal battles and turning points, learn how the Russian Revolution impacted the outcome of the war, and discuss human rights violations. Assignments include studying for tests on chapters 13 and 14, completing study guides, answering objective questions, presenting propaganda posters, taking a quiz, and reading chapters on the Russian Revolution to analyze Lenin and Stalin's rise to power.
The document outlines a 50-minute lesson plan for a 10th grade U.S. History class on the causes of the Civil War. The goals are for students to learn the causes of the Civil War and the objectives are for students to list reasons for the causes and reason why those reasons led to the Civil War. The procedure involves introducing a word wall, having students write quickwrites on what they think caused the war, reading texts in groups to find evidence on if slavery was the only cause, and having group discussions and reflections. Formative assessment involves checking student work and summative assessment has students write simulated journal entries from Union or Confederate soldiers stating reasons for fighting in the war.
This unit plan focuses on teaching 9th and 10th grade students about the Cold War. The unit aims to help students understand key questions like who fought in the Cold War, the difference between ideological wars and others, and how the Cold War changed American foreign policy. Students will learn about the collapse of the Soviet Union by doing grouped presentations and station learning. They will also create a flow chart to understand the causes and effects of the Truman Doctrine and Marshall Plan. Additionally, students will make an illustrated timeline of important Cold War events. Assessment will include entry-level questions, a webquest, and a final summative where students create storybooks about different Cold War topics and teach their classmates.
This lesson uses primary documents from World War II, including a map and photographs, to teach students about how soldiers spent their free time on leave in New York City. Students analyze the documents in groups and make observations about attractions and services, popular destinations, and places not listed. They then plan a sample soldier's day and discuss how servicemen were expected to behave. Finally, students write an informative essay synthesizing their analysis of the primary documents.
The document is a letter from Charles Dana to William Seward discussing Lincoln's announcement of the Emancipation Proclamation in September 1862. Dana suggests that Lincoln may have a personal interest in freeing slaves and restoring the Union. He expresses distaste for slaves and believes they are "right" as cotton cultivating slaves in the South. The letter contains Dana's opinion on one part of the Proclamation that bothers him regarding efforts to repress freed slaves.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a United States History course covering the period from 1877 to the present. It provides 13 strands covering topics like key historical eras and events, civil rights movements, geography, and immigration. Teachers are to use primary and secondary sources to help students understand historical context and multiple perspectives on history.
This document outlines activities for a unit on the history of the United States, including its development as a melting pot of cultures, the independence movement, and the Civil War. The activities include watching videos, answering multiple choice questions, discussing topics in pairs or groups, completing running dictations, reading biographies, and filling in blanks with verb tenses. The goal is for students to learn about the social and ethnic diversity of the US, key events in American history, and to practice various language skills.
The document provides an overview of a lesson plan about the Mexican holiday Dia de Los Muertos (Day of the Dead). The objective is for students to discuss and compare U.S. and Mexican attitudes toward death. Students will read an article about Dia de Los Muertos and write a paragraph comparing their own culture's views on death. They will then identify the main ideas in each other's paragraphs.
Transformative Art unit plan. Community mural project that involves students critically analyzing messages found in contemporary society and how they relate to historical propaganda and messages about people of color.
The document outlines an 8th grade unit plan on the American Civil War and Reconstruction in Georgia that lasts two weeks. Students will analyze key events and impacts of the Civil War on Georgia like Sherman's Atlanta Campaign and March to the Sea. They will also explore the effects of Reconstruction through amendments to the Constitution, the Freedmen's Bureau, and black legislators in the post-war period. The unit aims to help students understand the causes and consequences of the Civil War from Georgia's perspective.
This document outlines a project for students to learn about Memorial Day and related holidays celebrated in other countries. It proposes that students work in groups to create a website providing information about how Memorial Day is celebrated in the US, Remembrance Day in Britain, and Victory Day in Russia. Each group would research one holiday, collecting pictures and information to include in a multimedia description. The groups would post their work to a shared website for others to read and provide feedback. The project aims to teach students about the holidays through cooperative work and use of technology.
Here is a 6 sentence response explaining the reasons for Georgia's capital moves:
The capital was first located in Savannah because it was the colony's main port city. It was later moved to Augusta to be closer to the frontier and protect settlers from Native American attacks. Louisville then became the capital to be in a more central location within the state. Milledgeville was chosen as the capital to encourage development in the interior of Georgia away from the coasts. However, as railroads expanded and Atlanta grew into an economic hub, the capital was relocated there in 1868 to be near the new centers of commerce and transportation. Atlanta's central location and growing population have allowed it to remain the state capital since.
This document outlines a 5-day lesson plan for teaching 5th grade students about the American Civil War. The 24 students are a diverse group. Over the course of the week, through videos, readings, activities and a robot, students will learn about America before and after the war, its causes and key events, and be able to describe its effects on the country with 90% accuracy.
The document summarizes major events in the Pacific theater of World War 2 from 1941 to 1945, including Japan's conquest of the Philippines and Bataan Death March, key naval battles such as Coral Sea and Midway, the Guadalcanal campaign, the bombing of Hiroshima and Nagasaki, and postwar events like the Nuremberg Trials and Japanese internment camps in the US.
The document discusses several educational philosophies that can be effectively implemented in a social studies classroom, including Dewey's progressive system, cooperative learning strategies like PALS, place-based education through organizations like Co-Seed, and critical pedagogy. It argues teachers should use new techniques like technology, games, and primary sources instead of just textbooks. Cooperative learning allows students to assist each other and learn more effectively from peers. Place-based education and critical pedagogy help make lessons more relevant to students' lives and cultures.
Profits4Us is a multi-level marketing company that sells prepaid airtime, electricity, and lottery tickets. It has a unique rewards program that pays commissions to members when their referrals and referrals' referrals purchase products. To participate, one must register for free on the company's website, deposit funds into the service provider's bank account, and purchase an airtime voucher worth at least R101 to become a customer and qualify for commissions. The rewards program levels members' referrals under them so they can earn commissions from multiple levels of referrals' product purchases.
This document outlines a 7-day unit plan for an 11th grade U.S. History class covering World War II that includes objectives, an overview of daily topics, assessments, teaching tools, and several individual lesson plans with goals, standards, and activities.
This document discusses the emergence of a "hacker class" that produces new abstractions and information through hacking existing codes, languages, and forms of knowledge. However, hackers do not own what they produce, as their creations are controlled by vectoralist and capitalist classes that own the means of distributing and profiting from information. The document argues that hackers have a class interest in freeing information and abstraction from being treated as private property that is commodified and monopolized by ruling classes. Ultimately, hackers and other producing classes should work to liberate productive resources and information from systems of scarcity and class domination.
This document discusses several educational philosophies that can be effectively implemented in a social studies classroom, including place-based education, cooperative learning strategies, critical pedagogy, and progressive educational models. It provides examples of how each philosophy encourages active, engaged learning through relating course content to students' own communities and experiences, collaborative work between students, and inclusion of diverse cultural perspectives. Implementing these philosophies offers alternatives to traditional textbook-based instruction and promotes deeper understanding and appreciation of social studies topics.
This document provides an outline for a 10th grade global history lesson on Adolph Hitler and the Nazi regime in Germany. It includes topics to cover such as Hitler's autobiography Mein Kampf, the Holocaust, concentration camps, and the Nazi government. The objectives are for students to understand Hitler's impact on Germany and the world during World War II and to identify key historical events during his time as leader. It also includes discussion questions for students.
This lesson plan explores westward expansion in the early to mid-1800s. Students will analyze primary sources to understand the experiences of pioneers traveling west and the impact of Manifest Destiny. They will compile a source booklet of annotated primary sources and create a simulated diary of a journey westward. The lesson aims to help students understand the risks Americans took to fulfill Manifest Destiny, how expansion affected the nation, and its lasting effects on history. Students will be evaluated on a rubric assessing their understanding of the personal and national impacts of westward migration.
The document provides details for a unit assessment on Washington State's role in World War II. The unit will have students evaluate Washington State's essential role in creating the atomic bombs dropped on Japan. Students will debate whether dropping the bombs was morally justified and the best decision. Assessments include diagnostic pre-assessments, family questionnaires, formative self-assessments, a debate performance assessment, and a summative paper test. Rubrics are provided for assessments.
This unit plan outlines a week-long lesson for 4th grade students on European exploration and colonial America, utilizing various technologies, hands-on activities like group projects and games, and assessments including worksheets, quizzes and a final test. The plan details the objectives to be covered each day, the media and materials to be used, how student participation will be engaged, and how student learning will be evaluated and the unit revised if needed.
This unit plan outlines a week-long lesson for 4th grade students on European exploration and colonial America, utilizing various technologies, hands-on activities like group projects and games, and assessments including worksheets, quizzes and a final test. The plan details the objectives to be covered each day, the media and materials to be used, how student participation will be engaged, and how student learning will be evaluated and the unit revised if needed.
This unit plan outlines a week-long lesson for 4th grade students on European exploration and colonial America. It includes objectives aligned to state standards, lists materials and websites to utilize, provides a daily schedule of activities involving maps, timelines, group projects, and interactive games/worksheets to engage students. Student learning will be evaluated through daily participation, group presentations, quizzes and a final assessment at the end of the unit.
This digital unit plan focuses on teaching 10th grade world history students about World War 1. The unit goals are to understand how to prevent future human rights violations and genocide, why WWI was called "the war to end all wars", and how propaganda was used. Lessons include lectures, online research, timelines, and presentations. Formative assessments track student understanding, like timelines of key events in the Russian Revolution. The summative assessment is a presentation on human rights violations in WWI. Students will analyze causes of WWI, turning points like trench warfare, and how the Russian Revolution and US entry impacted outcomes.
Brittney OkaforSubject Social StudiesLesson TitleLesson # .docxrichardnorman90310
1. The document outlines a lesson plan for a 4th grade social studies class on the history of North Carolina from pre-colonial times to Reconstruction.
2. The lesson plan includes objectives, vocabulary, materials, instructional activities, and assessments. It covers topics like Native American tribes, European exploration and colonization, and the impact on indigenous peoples.
3. Students will learn through audio clips, virtual tours, discussions, and a final project where they create a diorama depicting life in early North Carolina colonies.
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docxjack60216
EDU 3215 Lesson Plan Template & Elements
Name: Andres Rodriguez
Email address: [email protected]
Content Areas: English Language Arts and Social Studies
Common Core Standard(s): (list and write all applicable)
ELA CCSS:
RI 7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
RI 7.3 - Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
RI 7. 4 - Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific word choice on
meaning and tone.
CCSS: RH.6–8.1: Cite specific textual evidence to support analysis of primary and secondary
sources.
RH.6–8.2: Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of the source distinct from prior knowledge or opinions.
Essential Question(s): How did colonists, African Americans, and Native Americans choose
sides during the Revolutionary War?
Introduction and Lesson Objective (outline the purpose for the lesson in 50 -100 words)
E.g., This lesson is focused on the role of the Native Americans during the American
Revolution. Students explored the roles of the Patriots and the Red Coats and will synthesize this
information with the roles of Native Americans during the American Revolution. The purpose is
for students to understand the variety of people and reasons who were involved in the American
Revolution.
Resources/Materials/Technology Utilized:
E.g., Computer, Smartboard, NewsELA article, Reading about Mohawk Mary Molly Bryant,
Notebooks, Pens, Pencils, Index cards, looseleaf
Instructional Sequence (x amount of minutes/ how many days will this lesson cover).
Include evidence of Explicit Instruction within the tasks/activity:
ortliebe
Highlight
ortliebe
Highlight
Time Allocation Objective Activity
Assessment/Evaluatio
n
7-9 minutes
This will help
the teacher
gauge what
knowledge the
students are
coming into the
lesson with.
Do Now - Answer the
following question:
Who do you think the
Native Americans fought
with/along side during the
American Revolution?
Why do you believe they
chose this side.
Teacher will walk
around and take note
of how many students
choose Patriots or Red
Coats. This will help
with grouping in
future lessons.
10 minutes
Reading a
document about
Mohawk Mary
Molly Bryant as
a class to help
students with
annotating
relevant facts
and details that
will help them
answer critical
thinking
questions later
on.
Reading a document about
a Native American woman,
Mohawk Mary Molly
Bryant as a class. Teacher
asks the following
questions during the
reading and students
underline/annotate the
answers based on t ...
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docxtidwellveronique
This lesson plan template provides guidelines for developing a lesson plan that integrates an English Language Arts standard with a standard from another subject area. The template includes sections for listing applicable Common Core standards, crafting essential questions, outlining objectives and instructional sequences, identifying vocabulary, planning for differentiation and assessment, and anticipating outcomes and difficulties. The template is meant to guide teachers in developing interdisciplinary lessons that incorporate ELA skills into other content areas.
This technology integration plan outlines how students will learn about the American Revolution through role playing, group work, hands-on activities, and technology. Students will research a person of their choice who influenced the Revolution, develop interview questions, and become experts on that person. They will then complete a webquest where they travel back in time to develop reasons for peace and write a persuasive letter to the British. The teacher will facilitate and provide modeling, while students work collaboratively in groups. Student learning and integration strategies will be evaluated through rubrics, self-evaluations, and daily reflective journals.
This unit focuses on the Reconstruction era (1865-1877) through an interdisciplinary study of history and English language arts. Students will analyze speeches, writings, and primary sources from the period to understand perspectives on social and political issues. They will examine rhetorical devices and how authors conveyed meaning and perspective. Key concepts include change, context, and rhetoric. Students will analyze how Reconstruction impacted American life through constitutional amendments and policies. The unit aims to develop students' skills in rhetorical analysis, historical thinking, and perspective-taking.
This document provides information for a history course on the history of American labor from the 19th century to World War II. It includes the course description, learning objectives, required texts, and course schedule. The course will cover the evolution of labor history from antebellum Southern agriculture and Eastern industrialization to the auto industry in WWII, with a focus on the roles of women and immigrant workers. Students will learn about the role of labor unions in expanding the American workforce over two centuries. The course assignments include rubrics, papers, and class discussions on the required texts, which cover topics like antebellum women, African American miners, steelworkers, immigration, and the rise of feminism.
Should a US President always be honest? SAC by James Ferrarajelenjos
This document provides an overview and summary of 6 primary source documents that could be used to facilitate a classroom discussion and activity around the historical question "Should a U.S president always be honest?". The documents include Lincoln's Gettysburg Address audio recording, a text of one of his speeches, a certificate used in his campaign, a letter by Thomas Jefferson, an article promoting western territories, and photos of Lincoln's second inauguration. Students will be asked to analyze the documents, take positions on the question, and work to build consensus through discussion.
This unit plan aims to teach 4th grade students about European exploration and colonial America through interactive lessons and technology. Over four days, students will: 1) Learn about European explorers through a worksheet and creating explorer maps; 2) Analyze primary sources like maps and photos to infer connections between explorers; 3) Present their explorer projects and create timelines; 4) Learn about the New England, Middle, and Southern colonies through an interactive bulletin board. Throughout, students will complete blog assignments and use technology like smart boards to reinforce concepts.
The lesson plan provides an overview of a history lesson that will teach 11th grade students about the rise of Nazi Germany. It will take place on a Friday morning and focus on how Hitler gained power after the fall of the Weimer Republic. The plan outlines the context of the students, learning objectives, content that will be covered through a video and group activity, and forms of assessment including a baseline test, group work, and debate.
This document outlines a 12-week curriculum on First World War poetry for Year 8 students. Students will create an interactive timeline using Capzles to show how war poetry reflected changing national mood in Britain during and after WWI. Lessons include analyzing early optimistic poetry by Rupert Brooke and later more negative poems. Students will assess poetry, plan and create a video reflecting the tone and mood of a poem to demonstrate their understanding.
This document is a course syllabus for a United States History II class at Shore Regional High School taught by Mr. Miers. The course will explore American history from the Post-Reconstruction era to the modern day through primary sources and historical concepts to give students a thorough understanding of political, social, economic and foreign policies over time. An emphasis will be placed on the evolving American government and an individual's role in democracy. Students will also stay up to date on current events to better understand historical parallels and the class goals are to understand diversity in America and develop research skills and critical thinking.
The lesson plan aims to teach grade 11 learners about the rise of Nazi Germany. It will take place in a classroom of diverse learners in Orlando East, South Africa. The teacher will begin with an introductory video and questions to assess prior knowledge. Then, they will engage learners through telling a story about Hitler's experiences and rise to power. Learners will discuss in groups the positive and negative impacts of Hitler. To conclude, the teacher will have learners summarize what they learned and address whether WWII was caused by WWI, and assign homework on justifying Hitler's actions and comparing events to South African history.
The lesson plan aims to teach grade 11 learners about the rise of Nazi Germany. It will take place over 2 hours on a Friday morning. The teacher will use a video and folktale to introduce concepts like dictatorship and Hitler's path to power. Learners will analyze sources in groups to identify positive and negative impacts of Hitler. The lesson concludes with a class debate and homework assignments assessing learners' understanding of causes and effects of Hitler's actions compared to South Africa's apartheid era. Formative assessment includes observation, questioning, and peer review during group work and debate.
1. Robert Burke
Course: U.S History Grade: 11th Duration: 7 days
Unit Objectives
. Students will be able to identify several important World War II figures and explain their
significance in the war
.Students will examine several historical documents and newspaper articles during this era that
are relevant to World War II
.Students will be able to compare specific cultural and traditional views and aspects of World
War II
.Students will recognize important historical events such as Pearl Harbor and the bombing of
Hiroshima.
Unit Overview
Monday 12/3.Invasion of Normandy/Pearl Harbor
Tuesday 12/4: U.S. enacts draft bill
Wednesday 12/5: F.D.R, Hitler, Winston Churchill
Thursday 12/6:Quiz/ Film about the Manhattan Project
Friday 12/7:Concentration Camps/ Hiroshima/ Levittown
Monday 12/8: Review Session
Unit Evaluation
Authentic Assessments: 150 points
Traditional Assessments: 150 Points
Homework: 40 points Test: 100 points Quiz: 50 Points
Project: 100 points Participation/ Extra Credit: 10 points
Multiple Intelligences:
Verbal/Linguistic, Visual/Spatial, Logical, Intrapersonal, Interpersonal
Teaching Tool Checklist
2. Interdisciplinary, Lecture, Technology, Group Activity, Primary Sources, Critical Thinking,
Critical Pedagogy of Place, Place Based Education, Discussion, Traditional and Authentic
Assessment
3. Course: World War II
Grade: 11th
Duration: 1 day
Lesson Topic: Invasion of Poland/ Pearl Harbor
Target Learners: A general education classroom with one student with EBD and a student with
Autism Spectrum Disorder
Key Concepts: Students will understand why World War II started and what were the influences
of United States involvement in World War II.
New York State Standards
Key Idea #1
.In what sense was the United States “involved” in World War II before the Pearl Harbor attack
and the Congressional declaration of war in December 1941?
Key Idea #2
.3. German attack on Poland; start of World War II in Europe
National Council for Social Studies: People, Place, Environment, Individual Development,
Global Connections, Civic Ideals and Practice
Long Range Goals
.Students will understand people, places and events that were significant in American history
.Students will make justifications and in-depth analyses of specific laws and document of
historical significance.
Short Range Goals
.Students will examine the thoughts of views of FDR and his reasons of the United States
involvement into World War II
.Students will begin to learn about the impact World War II had on the American population and
the world in general
Performance/Assessment: The students will be assessed on their homework given to them at
the end of class
4. Hook:Once students sit down for class, they will watch this video about Pearl Harbor from the
military channelhttp://military.discovery.com/videos/pearl-harbor-news-live-from-pearl-
harbor.html
Lesson:
.Students will have a circle discussion about the video and what they already know about Pearl
Harbor. This is such a significant moment not only in World War II but in American History. We
will discuss as a class the feelings of America toward the Japanese population after Pearl Harbor.
.After this discussion, students will compare the feelings and distinctions the American
population made about Japanese-Americans and what discriminations did they make against
them, to the way Americans treated the middle-eastern population directly after 9/11
.Students will then watch a video on the Invasion of Normandy and understand the significance
this day had during the World War and in American history in general. The students will take
down notes about D-Day which will be useful for their test and quiz.
(http://www.history.com/topics/d-day/videos#d-day-invasion-of-normandy)
Closure:Students will be handed homework, they will answer questions after reading pages in
their textbook
Back-Up Plan- If there is still time left in class, students can ask about Pearl Harbor and D-Day
Multiple Intelligences: Verbal/Linguistic, Visual/Spatial, Intrapersonal, And Interpersonal
Teaching Tool Checklist:Interdisciplinary, Lecture, Technology, Group Activity, Primary
Sources, Critical Thinking, Discussions
5. Course: World War II
Grade: 11th
Duration: 1 day
Target Learners: A general education classroom with one student with EBD and a student with
Autism Spectrum Disorder
Key Concepts: Students will understand what most of their roles would be if they were alive
during World War II after President Roosevelt created the Draft bill. They will understand
gender roles, culture and traditions during World War II
New York State Standards
Idea #1
.The home front
1. Total mobilization of resources
2. Rationing
3. Role of women
4. War bonds
Idea #2
.United States military recruitment posters, and Rosie the Riveter posters; songs, “God Bless
America,” “This is the Army, Mr. Jones,”
Long Range Goals
.Students will understand specific gender roles during important historical eras
.Students will compare and contrast popular culture from previous historical eras to current day
Short Range Goals
.Students will take into consideration the impact that American soldiers had during World War
due to the Draft Bill.
.Students will give a concise definition of what the home front was like during World War II
Learning Cognitive Skills: Students will learn effectively by viewing primary sources such as
letters and newspaper articles about the home front, gender roles during World War II and songs
that were popular during this time
6. Demonstrate Understanding: Students will demonstrate an understanding by discussing the
curriculum after reading a newspaper article with their partner
Assessment: Students will be assessed on their project due next week; the guidelines will be
handed to the students today.
Hook: http://www.youtube.com/watch?v=Eq2h-J63moohttp://www.youtube.com/watch?v=P8-
uF3ro6xc Students will listen to these two songs and relate it to the fact that the U.S was full of
patriotism towards their country and how almost every citizen was in support of the war
Lesson:
.Students will then examine an article about the home front, the task of winning the war, role of
the American worker and the plight of Japanese Americans during World War II. Students will
read this article in groups and discuss what they see as a sign of patriotism in American culture.
.Following this assignment, students will watch a clip from the movie “A League of their own”
(http://www.youtube.com/watch?v=8LhpYfjGZvw) This movie was about a group of women
who replaced major league baseball players during their time deployed overseas during World
War II. We will then discuss the various opportunities for women while their husbands, fathers
or brother were at war.
.To end class students will write a letter, pretending that they were either male or female during
World War II. Explain the conditions and your assignments overseas at war if you are a male,
and if you are a female write about your job, family and the home front.
Closure: Students will be presented with their project, which will be discussed with further
detail the following class.
Multiple Intelligences: Verbal, Interpersonal, Intrapersonal, Visual
Teaching Tool Checklist: Technology, Group Activity, Primary Sources, Critical Thinking, and
Discussion.
7. Course: World War II
Grade: 11th
Duration: 1 day
Target Learners:A general education classroom with one student with EBD and a student with
Autism Spectrum Disorder
Key Concepts- Students will understand the concepts of three leader’s influences on their
countries. (F.D.R, Hitler, Winston Churchill)
New York State Standards
Key Idea #1
.Take the role of one of the following—a soldier in the Pacific, a Jewish person in Europe, a
Japanese-American, or a student in high school. How might the war have affected their lives?
Key Idea #2
.How could the use of the first atomic bomb be considered a turning point in United States
history? Why World War II is considered a “total war” affecting all aspects of American life?
National Council for the Social Studies Standards:
Culture, Individual Development and Identity, Production, Distribution and Consumption,
Individuals Groups and Institutions
Long Range Goals
.Students will effectively understand the impact important leaders had on their countries
.Students will be able to demonstrate a complex comprehension of the subject by explaining the
impact of a dictator for this lesson and future lessons.
Short Range Goals
.Students will make justifications about the impact Hitler had on the entire world during World
War II
.Students will make clear indications about the way that Churchill and Roosevelt made to
enhance both America and Great Britain
Demonstrate Understanding: Students will demonstrate an understanding of the subject by
using this information they learn from the power point and be able to use it on their quiz the
following day.
8. Evaluation/Assessment: Students will be evaluated on their participation and their quiz the
following day
Hook: We will discuss the student’s projects that are due next Monday before their test the
following day. The students will do research about any leader during the World War II, there
country must be involved in the war
Lesson:
.After this students will view a list of characteristics of three leaders. Without knowing who each
leader is the students will choose who they would vote for. Then I will reveal which leader fit
each characteristic. For example Candidate A consults with astrologists. He's had two mistresses.
He chain smokes and drinks 8 to 10 martinis a day. This was President Roosevelt
.Students will view a power point for Franklin D. Roosevelt, slides will be made up about the
impact he had on the American population during WWII, his speech after Pearl Harbor, the New
Deal and the final attack on Germany
.The next few slides will be compiled of information about Winston Churchill. These slides have
to do with the characteristics of Churchill as well as the impact he had on Great Britain and the
rest of the world during World War II. Slides will also have information about his impact while
invading the beaches of Normandy and his stand against Nazism
.The last few slides will be compiled of information on Adolph Hitler. These slides will have
information about Mein Kampf his biography, his influence in World War II in Germany and the
entire world. Other slides will have information about the Holocaust, concentration camps, the
invasion of Poland and the Nazi government.
Closure:Students will have to do some research on their topic for their project and can ask any
questions they have for their quiz the following day.
Extensions: If there is extra time in class, students can ask more questions about the quiz the
following day.
Homework: Students will work on their projects for homework and study for their quiz the next
day
Multiple Intelligences: Visual/Linguistic, Intrapersonal, And Interpersonal
Teaching Tool Checklist: Lecture, Technology, Discussion, Authentic and Traditional
Assessment.
9. Course: World War II
Grade: 11th
Duration: 1 day
Lesson Topic: Quiz/ Film about the Manhattan Project
Target Learners: A general education classroom with one student with EBD and a student with
Autism Spectrum Disorder
Key Concepts: Some key concepts of this lesson are to understand the impact of the Manhattan
Project on both the Axis and Ally Powers, also use their previous knowledge from previous
lesson plans and incorporate them into their quiz answers
New York State Standards
Key Idea #1
4. The atomic bomb
a. The Manhattan Project (role of refugees)
b. Truman’s decision to use the atomic bomb
Key Idea #2
Atomic bombs against Japan: Hiroshima and Nagasaki
c. United States occupation of Japan; the “MacArthur constitution”
National Council for the Social Studies Standards : Culture, People, Place, Environment,
Power, Authority and Governance, Civic Ideals and Practices
Long Range Goals
.Students will be able to achieve simple but effective answers for their quiz today from their
notes and information from the unit thus far
.Students will clarify certain distinctions made about certain races, ethnicities and cultures by
learning about other countries besides the United States
Short Range Goals
.Students will understand the impact that the Manhattan Project made on several countries during
this World War
10. .Students will make justifications about American power and their reasons as to why they would
drop the Atomic bomb.
Demonstrate Understanding: Students will demonstrate an understanding by using the
information that they have learned so far and incorporate it into their quiz in the beginning of
class
Performance/Assessment: Students will be assessed on the quiz in the beginning of class and
the homework given to the students at the end of this class
Hook
.Students will be given some time to review their notes or any other material they have for the
quiz prior to taking it. They can also ask any questions about this quiz
Lesson
.Students will take everything off their desks and will be handed their quizzes, the quizzes will
be on the three previous lesson plans and the information that they learned about through their
notes, discussions and power point
. After the completion of the quiz, students will watch a film about the Manhattan Project; this
film will discuss the United States feelings towards this operation as well as Great Britain’s.
Students will develop an understanding of the threat of nuclear warfare and the impact the
nuclear bombs had on ending this World War.
(http://www.youtube.com/watch?v=xwpgmEvlRpM)
Closure:As a class we will only watch half of the video due to time, after this at the end of class
student’s will be given time to work on their project that was given to them in the beginning of
the week. Students should have already picked their topic, they will be given time to do research
on their topic
Extensions: If there is any time left in class, students may ask questions about the quiz they took
at the beginning of class
Homework: Students will hand in a one page rough draft from their project.
Multiple Intelligences:Visual/Spatial, Verbal/Linguistic, Intrapersonal, Interpersonal and
Naturalist
Teaching Tool Checklist: Primary Sources, Critical Thinking, Discussion
11. Course:World War II
Grade: 11th
Lesson Topic:Concentration Camps/ Hiroshima/Levittown
Target Learners:A general education classroom with one student with EBD and a student with
Autism Spectrum Disorder
Key Concepts: Some key concepts are understanding the influence Hitler and other dictators had
on concentration camps during World War II, as well as the reasons why and the effects bombs
dropping on Hiroshima and Nagasaki on Japan and the end of World War II. Also students will
look at the effects that Levittown, which is a town within a five mile radius of Wantagh, had on
the soldiers after World War II
New York State Standards:
Key Idea #1
2. Migration and immigration
a. Suburbanization: Levittown’s
Key Idea #2
.Students should understand the role played by the United States in securing peace: (1) formation
of the United Nations, (2) relief and refugee efforts, and (3) economic assistance to war-torn
economies and societies.
National Council for the Social Studies Standards: People, Place, Environment, Production,
Distribution, Consumption, Science Technology and Society, Global Connections
Long Range Goals
.Students will take into consideration other countries views politically, economically and
culturally while learning about American influence on these countries
.Students will observe history from a standpoint that is not glorified as most historians depict it
to be for Americans
Short Range Goals
.Students will identify the horrors and hardships presented to individuals who were involved in
concentration camps
.Students will compare what Levittown was like the immediate year after the World War as to
what it is now
12. Demonstrate Understanding: Students will demonstrate an understanding of this topic by using
the information they have in this class and use it in class discussion as well as the test the
following Monday
Performance/Assessment: Students will be assessed on the their participation in class and the
project that will be due on Monday, students will have time to work on it in class
Hook: When students enter the classroom they will watch a movie about Truman’s influence as
to why he dropped the bomb and the aftermath of the bombing
(http://www.youtube.com/watch?v=t19kvUiHvAE)
Lesson:
.After watching this video, we will have a discussion about the reasons why Truman dropped this
nuclear bomb on Hiroshima and Nagasaki. We will also discuss the injustices that were
presented to these Japanese people during this time such as the radiation from the bombs and
their skin diseases and cancers that were direct effects from the bombing. Students will
understand that this event was one of the major reasons as to why World War II had ended.
.After discussing this we will watch a video about the concentration camps such as Auschwitz,
Buna, Birkenau and Buchenwald and some things that the leaders of these camps performed on
the prisoners. We will then compare this lesson to a book that students are reading in English
class called “Night” which is a personal encounter of concentration camps of a man named Elie
Wiesel and look at an interview between him and Oprah
(http://www.oprah.com/omagazine/Oprah-Interviews-Elie-Wiesel)
http://www.youtube.com/verify_age?next_url=/watch%3Fv%3Dw5WXIF67J2w)
.Students will then work with their partners and make a Venn-Diagram comparing and
contrasting the injustices exposed to both people who were a part of concentration camps as well
as the people of Nagasaki and Hiroshima after the bombs hit these areas.
.Students will then look at an article of Levittown directly after World War II. These towns were
built for soldiers after World War II that were struggling to find areas to live. This town still
stands and most of the people who live there are sons, daughters, granddaughters or grandsons of
the citizens who grew up in this area starting in
1947.(http://www.levittownhistoricalsociety.org/history.htm) Students will then make a Venn-
Diagram comparing and contrasting Levittown now and back in 1947.
Closure: Students will have time to do research on their projects before they hand it in on
Monday
Homework: Students should finish their project which will be due on Monday
Multiple Intelligence: Verbal/linguistic, Visual/Spatial, Interpersonal, Intrapersonal
13. Teaching Tool Checklist: Lecture, Technology, Group Activity, Primary Sources, Critical
Thinking, Discussions, Placed Based
14. Course: World War II
Grade: 11th
Duration: 1 day
Lesson Topic: Review Session
Target Learners: A general education classroom with one student with EBD and a student with
Autism Spectrum Disorder
Key Concepts: Key concepts in this lesson plan will deal with all of the information that they
have learned in previous lessons that an incorporate it into their debate about several topics we
have covered throughout this unit
New York State Standards
Key Idea #1
.4. The atomic bomb
a. The Manhattan Project (role of refugees)
b. Truman’s decision to use the atomic bomb against Japan: Hiroshima and Nagasaki
Key Idea #2
c. The Nazi Holocaust: United States and world reactions
d. The Nuremberg war crimes trials; later trials of other Nazi criminals
National Council for the Social Studies Standards: People, Place and Environment,
Individual, Development, Identity, Production, Distribution and Consumption, Science
Technology and Society
Long Range Goals
.Students will understand the influence of different countries on American actions and power
.Students will make distinctions about powerful leaders and their respective countries, and the
what kind of government and power they presented or enforced on their people
Short Range Goals
.Students will use previous knowledge they learned during this unit and incorporate it into their
debates
.Students will discuss and debate certain important topics we discussed during this unit
15. Demonstrate Understanding:Students will demonstrate an understanding of this lesson while
using knowledge about World War II and using it into their debate, this will be effective for their
test the next day
Performance/Assessment: Students will be assessed on their project they handed in today and
their test the following day
Hook: Students will hand in their project and after will receive some sort of small reward such
as a piece of candy for their hard work on this project
Lesson:
. Students will be split into four countries. The United States, Germany, Japan and Great Briain.
Each student will debate about important World War II events through the lens of their country
.Topics will include the Manhattan Project, the Holocaust, concentration camps, culture of each
country, D-day, Hiroshima. Students will debate about these events through the thoughts and
actions of their leader. Students are advised to take notes while other countries are speaking
because this will be useful for their test the following day
.Students will then look at each other notes and see if their fellow students have anything that
they may not have. Students are welcome to share notes with any classmate and ask me any
questions at any time about the subject.
Closure: Students will be handed their quiz back so they can use this to study tonight
Multiple Intelligences: Verbal/Linguistic, Visual/Spatial, Interpersonal, Intrapersonal
Teaching Tool Checklist: Interdisciplinary, Lecture, Technology, Debate, Discussions, Critical
Thinking.
16. Quiz (worth 50 points
Name:
Date:
Class:
1. What was started World War II and which country enacted the first attack? When
did the United States join this World War and what were the reasons? Who was on
the Americans side during World War II?
2. What was the impact that Hitler had on not only Germany but the whole entire
world during World War II? Why was he so powerful and what were his beliefs?
What certain strategies or procedures did he enforce on people who were Jewish,
African American, Homosexual, etc.
Rubric- 25 points each 5-10 sentences for each question
17. 25/25- students understand the topic and questions and can make in-depth analysis about
the subjects they have learned
20/25- students understand the topic, but have some confusing points in their answers.
They do not necessarily think outside the box
15/25- Students are unsure of the topic, the student does not necessarily use their own
perspectives in the answer.
0/25- Students leave the question blank
18. Test
Name:
Date:
Class:
Definitions
Draft Bill-
Concentration Camps-
Holocaust-
Pearl Harbor-
Invasion of Normandy-
Hiroshima and Nagasaki-
Manhattan Project-
Levittown’s-
Rubric: Each definition will be worth 5 points for a total of 40 points
40/40- Students understand each term fully and give an in-depth analysis from what we
have learned during this unit. They relate the definitions to World War II
19. 35/40- Students understand each term to an extent but do not relate their answers to the
World War II well
30/40- Students understand the term vaguely and don’t relate their answers to the World
War II
25/40-: Students don’t understand the term and do not relate their answer to the World
War II
Students will receive a zero for the term if they leave the term blank
Short Answer (15 Points Each)
1. What were the major factors presented to America after Pearl Harbor and what
was their attitudes and feelings toward the Japanese population during this time
and what did they do to them to prevent them to have contact with American
citizens?
2. What were main reasons as to why President Roosevelt enacted the Draft Bill at the
start of World War II? Why did this change United States military forever? What
influences did Winston Churchill have on Great Britain and the United States
government?
Each question will be worth 15 points
20. 15/15- Students understand each question fully and give an in-depth analysis from
what we have learned during this unit. They relate the question to the World War II
10/15- Students understand each question to an extent but do not relate their
answers to the World War II well
5/15- Students understand the question vaguely and don’t relate their answers to the
World War II
0/15- Incomplete
Essay Question (30 points
What was the United States reason to bomb both Hiroshima and Nagasaki at the
end of World War II? What significance did the Manhattan Project have for both the Ally
and Axis Powers? What injustices were the Japanese people exposed to after the amount of
radiation that filled the land from the nuclear bombs?
Rubric- The short essay will be two paragraphs long worth 20 points of the test
30/30- Students understand each question fully and give an in-depth analysis from what we
have learned during this unit. They relate the question to the World War II
21. 25/30- Students understand each question to an extent but do not relate their answers to
the World War II well
20/30- Students understand the question vaguely and don’t relate their answers to the
World War II
15/30: Students don’t understand the question and do not relate their answer to the World
War II
22. Project-
Pick one person from the list below. We will do research as a class and on your own on this
particular person who was a leader of a country involved inWorld War II . Write a three
page autobiography about this person during their time in the World War II Research the
impacts he or she had on the government and global population during the Great
Depression. Students will also make a power point that includes facts about this person.
This will be compiled of 7 slides a video and several pictures of this person.
Neville Chamberlain
Winston Churchill
Charles de Gaulle
Adolf Hitler
F D Roosevelt
Joseph Stalin
Hideki Tojo
Harry Truman