October 21-25

Monday

 

Focus of Lesson

 (Student-Friendly Objective)

 

  • Completion of WWII
  • Effects of the War
  • Start of the Cold War
  • Review of the causes and fighting of WWII
  • Learn the effects of WWII
  • Learn about the start of the Cold War

 

 

Eagle Challenge

(3-5 minutes)

      Students will work on their essay #2 while the teacher is checking their WWII timeline.

Learning Tasks/Activities

 

 

      Mini Lesson #1: The teacher will introduce the following topics: What were the causes that led to the end of WWII?  What is discussed at the Potsdam Conference?  What happens to the Nazi leaders?  How will the United Nations be effective?   What happens to our relationship with the Soviet Union?- Start of the Cold War

Mini Lesson #2: Students will watch Truman’s presidential video.  They will decide whether or not they agree with his actions as president, or if they would have taken the country in a different direction.  The major issue to decide for them would be dropping the atomic bomb.

Mini Lesson #3: Students will continue working on their WWII effects essay (due on Tuesday)

 

Text/Materials

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

Closure 

Teacher will remind the students that their WWII #2 essay is due on Tuesday and portfolio & test are on Wednesday.

Remediation/Intervention 

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.  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)

Students are encouraged to work in their groups on their WWII portfolio.  Students will discuss in their groups Truman’s presidency and whether or not they would have taken the country in a different direction

Assessment (pre and/or post)

Formal post-test on WWII on Wednesday

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective)

  • Review Causes and Effects of WWII

Eagle Challenge

(3-5 minutes)

Teacher will check their WWII essay #2 while the students continue to work on their WWII Portfolio

Learning Tasks/Activities

 

WWII Review

Mini Lesson #1: The teacher will break the students into groups depending on their abilities (mixture of all abilities) and the students will spend 10 minutes each discussing the major issues of the WWII Era.

Mini Lesson #2: The teacher have the students return to their normal seats then they will play a word connection game.  The teacher will have a list of terms, people, and events that affected the WWII  Era.  The students will then connect as many things to that term, person, or event.   Extra credit will be assigned for students who make 25 word connections to each topic.

Mini Lesson #3: The teacher will go over any remaining test items needed.

Mini Lesson #4: Students will participate in WWII review: quiz, quiz, trade.  They will work in pairs on WWII questions.

 

Text Materials

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

Closure

Teacher will remind the students that their test and portfolio are 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 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)

: The teacher will break the students into groups depending on their abilities (mixture of all abilities) and the students will spend 10 minutes each discussing the major issues of WWII

Assessment (pre and/or post)

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

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective)

  • WWII Test
  • Cold War 1945-1963 distributed Portfolio distributed 

Eagle Challenge

(3-5 minutes)

Student will work on their important terms, people, and events in their Imperialism Portfolio.  (Terms due Thursday)

Learning Tasks/Activities

Mini Lesson #1: Students will take their WWII Test

Mini Lesson #2: Students will turn in their WWII Portfolio

Mini Lesson #3: Student will work on their Cold War Part A terms (due Friday)

Text/Materials

United States History 1877-Present, The Presidents (video), WWII Portfolio& Cold War Part A Portfolio

Closure

Cold War Part A terms will be due on Friday.

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 the Cold War Era 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 Cold War Era 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 the Cold War Era.

Group Composition (If used)

n/a

Assessment (pre and/or post

WWII Test

Thursday

 

Focus of Lesson

 (Student-Friendly Objective)

  • Introduce the effects from  WWII domestically & internationally
  • Second Red Scare
  • Wartime to a consumer economy
  • Introduction in the Korean War

 

Eagle Challenge

(3-5 minutes)

Students will work on their Cold War terms which are due on Friday.

Learning Tasks/Activities

Mini Lesson #1: The teacher will continue such topics as: What economical concerns do we have after a war?  What major conflicts does the US have with the Soviet Union right after WWII?  What is the baby boom?  How will the GI Bill alter the American landscape & population?

Mini Lesson #2: The students will be working in partners to discuss President Harry S. Truman accomplishments.  They will also be able to collectively work on their Cold War Portfolios.

Mini Lesson #3: Student will have 15 minutes at the end of class to work on their Cold War terms (due Friday)

 

Text/Materials

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

Closure

Teacher will remind the students of their terms on the Cold War are due on Friday, their essay on the early part of the Cold War will be due on Monday, timeline on Tuesday, and the Cold War part A 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 the Cold War era 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 Cold WarEra 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 the Cold War Era.

Group Composition (If Used)

Peer tutoring (Harry Truman video)- students may work together to see if they would have accomplished the same as the president or if they would have taken the country into a different direction.  Students may also work together with their portfolios.

Assessment (pre and/or post

Informal questioning

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

  • re-cap of effects from WWII (internationally & domestically)
  • Cultural effects from WWII

Eagle Challenge

(3-5 minutes)

Students will work on their Cold War essay which is due Monday while the teacher checks for their Cold War terms. 

Learning Tasks/Activities

Mini Lesson #1: The teacher will continue such topics as: How will women react when their men come home from war?  What cultural effects can be felt from the baby boomer generation during the early 1950s?  What is containment?  How will Eisenhower’s approach to ending the Korean War different than Truman’s?

Mini Lesson #2: Students will watch a video on Dwight Eisenhower’s presidency. 

Mini Lesson #3: The students will be working in partners to discuss President Dwight Eisenhower’s accomplishments.  They will also be able to collectively work on their Cold War Portfolios.

 

Text/Materials

United States History 1877-Present, The Presidents (video), Cold War Era Portfolio

Closure

Teacher will remind the students of their essay on the Cold War is due on Monday, their timeline on Cold War will be due on Monday, timeline on Tuesday, and Cold War Portfolio 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 the Cold War Era 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 Cold War 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 the Cold War Era.

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)

Cold War Test on Wednesday