Students will be able to identify Axis and Allied Powers. Students will be able to identify the early conflicts of WWII starting with Nazi Aggressions, and US role in early days of the war.
Students will be able to list the Axis and Allied Powers and identify and discuss these early conflicts and policies by writing a journal entry indicating information on Nazi aggression and US involvement.
California State Content Standard
10.8 Students analyze the causes and consequences of World War II.
Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
Understand the role of appeasement, nonintervention (isolationism), and the domes tic distractions in Europe and the United States prior to the outbreak of World War II.
Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
Lesson Introduction (Anticipatory Set)
This lesson will begin by displaying a map of Europe with directions that Nazi Germany pushed outwards when the war began. I will ask if the class knows what the word Blitzkrieg is, and if they do not I will ask them to guess what it means. Then they will have a few minutes, max 3, to write a KWL.
BlitzKrieg Appeasement Battle of Britain Lend-Lease Policy Isolationism Winston Churchill Erwin Rommel RAF Civilians Non-Aggression Pact The Phony War Charles de Gaulle Dunkirk Luftwafte Atlantic Charter Georgi Zhukov
The content delivery method for this lesson will be a reading based format consisting of the class text book of Modern World History: Patterns of Interaction from McDougal Littell. The class will have completed the appropriate sections of the KWL before the lesson begins. The Teacher will give a brief lecture to “recap” what they had previously gone over, engaging students with their prior knowledge in discussion. The teacher will then demonstrate how to do the foldable to take notes on during the reading. Then the teacher will read the introduction to the chapter (chapter 16 in this case), and then will explain what it means summarizing and taking notes in the foldable, thus demonstrating how it should be utilized. Then the teacher will ask for volunteers to read the first couple sections, stopping to fill out the foldable more. lastly, the teacher will tell the class to break up into small groups and read the sections with each other and complete the foldable and KWL.
The students will be engaged from the KWL during the entire lesson. Students will then have to listen and take notes in the foldable, which will keep them engaged and synthesizing the information. They will then have to engage the material through reading out loud in groups and to the class while continuing to take notes. This will be done in an I do-We do-You do fashion as the teacher will start the lesson and slowly change the student from note taking, listening, and following along as engagement to reading directly out loud, taking notes, and synthesizing the information without teacher assistance for engagement. They will also be in groups to complete the KWL and foldable while reading. This social aspect will cause them to engage each other with the material. Lastly, they will need to write in their journals a letter from the perspective of a German Soldier, a French Soldier, and American Citizen, or a British member of the RAF that discusses the events in the reading.
Below is the instructional video on how to create the foldable for this exercise. It is in two parts, so please watch both in the order they appear.
The teacher will be observing the classroom and assisting students during reading time. This will be an informal formative assessment, and allow for immediate course correction. The next assessment will also be formative in the form of the collected KWL. Once this is filled out and turned in the teacher will review the KWL for prior knowledge, questions asked, and information learned. The last form of assessment will be an informal summative assessment in the form of the journal entry. The student will need to completely address the prompt from a perspective of his or her choosing and discuss points from every section within the chapter.
The teacher will collect the information and ask the class things that they had learned from the the reading. After a few moments of discussion the teacher will inform the students of the potency of the aggressions and give a preview of what will cause the US to become involved in the War
These students will be given additional materials in Spanish to match the material in the text. They would also have received the vocabulary in English and Spanish at the end of the previous class to review it for the reading. They will benefit from being read aloud to and having proper enunciation of the words with further explanation of vocabulary. Then they will benefit again from the students who volunteer to read. I will also place them in a group with a good reader so they may rely on them a bit more for understanding. If a fluent Spanish/English speaker is available I would place them in this group. Lastly, I will grade their journal entry according to the ability of the CELDT score indicator.
For Struggling Readers (SRs):
For this group I will provide them with supplemental material closer to their current reading level in addition to their textbook. They will also receive the vocabulary the previous day to review it for this class. They will benefit from the same listening tactics as the ELs. They will also be paired in groups with a strong English reader to assist them.
These students will receive similar benefits as the ELs and SRs with the reading out loud and previous handout of vocabulary. Any additional accommodations will be according to the IEP.
What Came Before…
The previous lesson contained information on the causes of WWII and the political environments of the countries involved
What Came After…
Following this lesson will be another direct lecture diving deeper into the military aspects and conflicts of the war and the entrance of the US into WWII.
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