October 14-18

Monday

 

Focus of Lesson

 (Student-Friendly Objective)

 

WWII: Start of the War

  • Causes of WWII (World Causes & Americans Causes

Eagle Challenge

(3-5 minutes)

      Students will work on their WWII Portfolio

Learning Tasks/Activities

      Mini Lesson #1: Students will watch America the Story of Us: WWII as an introduction into WWII

Mini Lesson #2: Students will work on their causes of WWII essay which is due Thursday (teacher will walk around and help when needed and check the students WWII terms)

Mini Lesson #3: Teacher will lead a classroom discussion on the major issues that caused WWII

Text/Materials

United States History 1877-Present, The Presidents (video), WWII Portfolio

Closure 

Teacher will remind the students that their causes of WWII essay is due Thursday, WWII timeline is due Monday, WWII effects are due Tuesday, and the WWII test and portfolio is due on Wednesday.

Remediation/Intervention 

Students will be asked to not only define the important terms, people, and events of the WWII Era, but they will also be asked explain why the terms, people, and events were important and how it impacted history and WWII.  Students who are on a lower level will be ask to complete all there terms and to make what connections to the impacts that they can.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)

Enrichment/Challenge for upper 25%

Students will be asked to not only define the important terms, people, and events of WWII, but they will also be asked explain why the terms, people, and events were important and how it impacted history and WWII  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)

Group Composition (If used)

Peer tutoring and working together will be encouraged as their define and find the importance of their terms, people, and events during the WWII.

Assessment (pre and/or post)

Formal post-test on WWII next Wednesday

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective)

WWII Continued: US enters the war

WWII: Continues

Terms Due

  • WWII Terms are due
  • US enters WWII
  • FDR as a wartime president

Eagle Challenge

(3-5 minutes)

Teacher will check their WWII terms while the students continue to work on their WWII portfolio

Learning Tasks/Activities

Mini Lesson #1: Students will watch FDR’s presidential video

Mini Lesson #2: Students will discuss whether or not they agreed with the actions of FDR or if they would have taken the country in a different direction

Mini Lesson #3: Classroom discussion on the United States’ response to WWII

Mini Lesson #4: Students will work on their causes of WWII essay (due on Thursday)

Text Materials

United States History 1877-Present, The Presidents (video), WWII Portfolio

Closure

Teacher will remind the students that their causes of WWII essay is due Thursday, WWII timeline is due Monday, WWII effects are due Tuesday, and the WWII test and portfolio is due on Wednesday.

Remediation/Intervention 

All students are expected to write an essay on WWII including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and the WWII in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  The teacher will work one on one with the lower level students making sure they have an outline in which to write their essay.

Enrichment/Challenge for upper 25%

All students are expected to write an essay on WWII including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and WWII in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)

Group Composition (If used)

Students will be able to work in their groups to discuss FDR’s presidency.

Assessment (pre and/or post)

Informal questioning from the teacher to see if the students are retaining the information.  Formal assessment on next Wednesday.

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective)

 

War Home front

 

  • American home front during WWII
  • Introduction into the Japanese Internment Camps
  • Introduction into the Holocaust

Eagle Challenge

(3-5 minutes)

Students will continue working on their WWII causes essay which is due Thursday.

Learning Tasks/Activities

Mini Lesson #1: Teacher will lead a discussion about the home front during WWII

Mini Lesson #2: Students will discuss the change for the Allies when the Americans entered the war

Mini Lesson #3: Teacher will introduce the two major controversial issues that the United States dealt with: Holocaust and the Japanese Internment Camps.  The students will compare the two controversial topics on Thursday and Friday.

 

Text/Materials

United States History 1877-Present, The Presidents (video), 1920S & WWII Portfolio

Closure

Teacher will remind the students that their causes of WWII essay is due Thursday, WWII timeline is due Monday, WWII effects are due Tuesday, and the WWII test and portfolio is due on Wednesday.

Remediation/Intervention 

The teacher will walk around the classroom and check to make sure that all students are on topic and do not need further remediation.  The teacher will ask students to reiterate the important accomplishments of the presidents in case any student did not catch the information the first time given.  The teacher will also ask open ended questions to allow the students to use their peers knowledge to help them understand the topics covered.

Enrichment/Challenge for upper 25%

All students are expected to not only define the important person, event, or term of  WWII, but they are also expected to explain their/its importance to the unit.  including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and WWII in their essay.  Student will also select 15 events they feel defined the era and explain what impact they had on WWII.  All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  Students are allowed to work in the library for further research, create posters, or create a slideshow using their events they selected from WWII.

Group Composition (If used)

Students will be able to work on their portfolios in their groups.

Assessment (pre and/or post

Informal questioning from the teacher to see if the students are retaining the information.  Formal assessment on next Wednesday.

Thursday

 

Focus of Lesson

 (Student-Friendly Objective)

 

Holocaust & Racism in WWII

  • Students will compare the hypocrisy of United States by comparing the Americans fight against the racist Nazi vs. what we will do by interning our Japanese-Americans in camps.
  • The African-American “Double V” campaign will also be address and compared

 

Eagle Challenge

(3-5 minutes)

Teacher will check the students’ essays while they will be working on their WWII timeline

Learning Tasks/Activities

Mini Lesson #1: Students will watch a clip of Japanese-Americans talking about their experiences in the Japanese Internment camps

Mini Lesson #2: Students will then compare the Japanese-American experiences during WWII to what happened to the Jews during WWII.  Students will compare and contrast the simularities and the differences

Mini Lesson #3: Student will then begin the “Black Tankers of WWII” video which discusses the African-Americans perspective of WWII

 

Text/Materials

United States History 1877-Present, The Presidents (video), WWII Portfolio, “Black Tankers of WWII video”

Closure

Teacher will remind the students that their causes of WWII essay is due Thursday, WWII timeline is due Monday, WWII effects are due Tuesday, and the WWII test and portfolio is due on Wednesday.

Remediation/Intervention 

The teacher will walk around the classroom and check to make sure that all students are on topic and do not need further remediation.  The teacher will ask students to reiterate the important accomplishments of the presidents in case any student did not catch the information the first time given.  The teacher will also ask open ended questions to allow the students to use their peers knowledge to help them understand the topics covered.

Enrichment/Challenge for upper 25%

All students are expected to select the most important events from WWII including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and WWII in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  Students are allowed to work in the library for further research, create posters, or create a slideshow using their events they selected from WWII.

Group Composition (If Used)

Peer tutoring – students are encouraged to ask each other questions and comment about what they are learning in their portfolios

Assessment (pre and/or post

Informal questioning

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

End Holocaust & Racism

Timeline Due

Monday: End of WWII

Tuesday: Review

 Wednesday: Test

  • Comparison continues of racism in the United States vs. Nazi

 

Eagle Challenge

(3-5 minutes)

Students will work on their WWII timelines which are due on Monday.

Learning Tasks/Activities

Mini Lesson #1: The teacher will continue the discussion of the comparison of racism in the United States vs. the Nazis in Germany

Mini Lesson #2: Students will continue to watch the “Black Tankers of WWII” video

Mini Lesson #3: The students will continue working in their WWII portfolio (due Wednesday)

 

Text/Materials

United States History 1877-Present, The Presidents (video), WWII Portfolio, “Black Tankers of WWII” video

Closure

Timeline due Monday, Essay #2 due Tuesday, WWII Portfolio & Test on Wednesday

Remediation/Intervention 

The teacher will walk around the classroom and check to make sure that all students are on topic and do not need further remediation.  The teacher will ask students to reiterate the important accomplishments of the presidents in case any student did not catch the information the first time given.  The teacher will also ask open ended questions to allow the students to use their peers knowledge to help them understand the topics covered.

Enrichment/Challenge for upper 25%

All students are expected to not only define the important person, event, or term of WWII, but they are also expected to explain their/its importance to the unit.  including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and WWII in their essay.  Student will also select 15 events they feel defined the era and explain what impact they had on WWII.  All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  Students are allowed to work in the library for further research, create posters, or create a slideshow using their events they selected from WWII.

Group Composition (If Used)

Students will be able to work in pairs with their portfolio.  Students may choose their partners they think they work the best, but the teacher may rearrange if it deems necessary. 

Assessment (pre and/or post)

WWII Test on Wednesday