America's Participation in WWII

America's Participation in WWII
Dropping of the Atomic
Bombs
Students will analyze whether the droppings of the atomic bombs
on Nagasaki and Hiroshima were justified by analyzing primary
and secondary sources in a Thiinking Hat Activity, participating in
a TV Show Chat discussion and by completing a formative
assessment.
Formative: As students are working in their groups the teacher will be walking around the classroom
listening to their conversations and asking them questions. By asking students questions the teacher will
give students an opportunity for deeper thinking and provides teachers with significant insight into the
degree and depth of student understanding. Questions of this nature engage students in classroom
dialogue that expands student learning. Additionally, students will complete their “Atomic Bomb”
worksheet in which they will write arguments for and against (with evidence) the dropping of the
atomic bombs.
Before the students arrive, the teacher will have set up a gallery of photographs
around the class these photographs will consists of American soldiers dying at the
hands of the Japanese, crimes that the Japanese committed during the war,
scientists working on the Manhattan Project, images of the atomic bombs, atomic
bomb victims (both dead and alive) and images of the Allies celebrating the end of
the war.
Teacher will then divide the class in two-halves, distribute the
discussion question worksheet and as well as primary and
secondary source material. The teacher will then give each student
a colored bookmark and explain how the Thinking Hat Activity will
be conducted.
Teacher will lead a class discussion (called TV
Chat Show) in which she will guide students
through the discussion questions.
Students will participate in a gallery walk in which they will get to see
photographs of American soldiers dying at the hands of the Japanese,
crimes that the Japanese committed during the war, scientists working on
the Manhattan Project, images of the atomic bombs, atomic bomb victims
(both dead and alive) and images of the Allies celebrating the end of the war.
Students will participate in a Thinking Hat Activiy in which they
will eachl be assigned a bookmark of a different color and
be asked to analyze primary and secondary source
documents in order to answer the discussion questions with
their groups.
Students will participate in a TV Chat Show discussion in which
they will answer the discussion questions with evidence from
the text. The audience (the other groups) will have an
opportunity to ask questions during this portion of the activity
Summative: Students will write a two-paragraph (5-7 sentences) response to the question
(“Should have the United States dropped the atomic bombs on Nagasaki and Hiroshima? Use
evidence to support your answer.”) The student’s grade on the paragraph response will not
be based on whether they choose a specific position; instead their grade will be based on
how many pieces of historical information and evidence that they have used to support their
position.
U.S. and Allied Strategies
Students will understand U.S./Allied wartime strategies.
Students will demonstrate an understanding of the various
wartime strategies that the U.S. and the Allies used in order
to succeed in World War II through the use of a simulation.
Formative: The teacher will use the simulation activity to understand whether students understand the material that is being
taught to them. In addition to the simulation activity, students will have their progress monitored through the discussions that
they had during the activity and at the end of the class (lesson closure). In listening to the student’s discussion and answers,
the instructor can understand what needs to be retaught or revisited for increased understanding.
Summative: In order to ensure that students have a complete grasp on the days lesson the teacher will ask questions that all
students will have to answer orally during the discussion at the end. Additionally, the teacher will give students a grade for
their paragraphs that they wrote through out the activity (grades will not be based on whether students choose the
correct strategy, it will instead be based on the rational/evidence they used to justify their answer)
Teacher provide each group four folders labeled: “Decision 1”, “Decision 2”,
“Decision 3” and “Decision 4.” Each folder will contain 4 documents: an
informational reading, a map, proposed strategies document and a lined
piece of paper in which students will write their one paragraph
response.
The lesson will close with a classroom discussion that the teacher will lead. The teacher will
ask students to discuss what strategy they choose for decision 1, decision 2, decision 3 and
decision 4. If all students agree on the same strategy the teacher will explain why that
particular strategy was the best. If students did not agree on the same strategy then the
teacher will ask questions about why certain people choose a particular strategy, what are
the benefits to the strategy and what are the draw backs.
In groups of four, students will take on the roles of U.S. military analysts to provide
recommendations on four key military decisions. Before making a decision, students will
gather background information by reading an informational worksheet, examining a map and
evaluating proposed military strategies. Once they have discussed with their groups what the
best military strategy is, they will work together to write a one-paragraph response
explaining the relational behind the strategy that they choose.
Students will participate in a classroom discussion in
which they will discuss and debate which is the best
strategy to use for every decision that they were
presented with.
Japanese Internment
Students will learn what life was like in a Japanese internment camp by
analyze primary source documents about Japanese interment in the United
States and by answering questions about the primary sources. Students will
then demonstrate their understanding of Japanese internment by writing a 2
paragraph response to a formative assessment question
Formative: • At the end of the photograph/document analysis, students will write a two
paragraph analysis about these sources. (Question: In the first paragraph of your document
analysis you will compare and contrast the different sources. (What do these document have
in common? How are these documents different from each other?). In the second
paragraph of your document analysis explain what YOU think life in an internment camp was
really like (make sure to use quotes from the text to support your claim).
Teacher will provide students with a primary source analysis worksheet (blank) which
students will complete independently. The worksheet asks students to analyze/read various
primary source photographs and documents and then answer questions about those primary
sources. Additionally, once they have completed the primary source analysis worksheet
students will have time to share their answers with a partner and with the class in order to
prepare for their formative assessment.
Students will remain engaged during the lesson by analyzing the primary source
documents on their worksheet and answering the accompanying questions (the
worksheet will be distributed at the beginning of class). The worksheet is divided
into 3 sections for each section students will have to analyze/read the primary
sources that have been provided, answer the questions that accompany the
primary source.
Once students are done analyzing their primary source and
answering the accompanying questions they will then share
their answers with their elbow partner (the person sitting
next to them)
Once students are done comparing/sharing their
answers with their elbow partner students will
participate in a class discussion which will be led by the
teacher.
Changes in Europe and
American Isolationism
Special Fighting Forces
Students will learn about the Tuskegee Airmen, the 442nd
Regimental Combat team and the Navajo Code talkers by
listening to a lecture, completing guided notes and answering a
Ticket out the Door question.
Formative: At the end of the lesson students will answer the Ticket Out The Door
question which will evaluate their understanding of the days lesson.
Question: Write one significant contribution that each special fighting force (Tuskegee
Airmen, 442nd Regimental Combat team, and Navajo Code talkers) made during the
war. Analyze why the men in these special fighting forces choose to become involved
in the war?
Teacher: will present a lecture about the Tuskegee Airmen, the 442nd
Regimental Combat team and the Navajo Code talkers. The lecture will give
students historical information about the treatment of African Americans,
JapaneseAmericans and Navajos before the war as well as inform them about
all the events that these special fighting partook in before, during and after
the war
Students: will remain engaged during the lesson
by completing a guided notes worksheets that
will be distributed to them at the beginning of
class.
Students: will engage in a table group discussion in
order to answer the "Food for Though" questions that
will be posed to them through out the power point
lecture.
Students will learn about the different regimes that were taking
over Europe (in Italy, the Soviet Union, Germany and Japan) and
about American’s involvement in the war before the attack on
Pearl Harbor by doing completing a timeline and writing a
paragraph.
Formative: At the end of the close reading and after they complete their timeline students
will respond to a question in 1-2 paragraphs (Question: Before the attack on Pearl Harbor
there was lots of turmoil happening around the world. Briefly explain what was happening in
countries like Italy, Russia, Germany and Japan before the attack. Also, do you think that
Presidents Roosevelt’s decision to help China contributed to the attack on Pearl Harbor?
Explain why or why not.)
Students will remain Students will remain engaged
during the lesson by following along with the teacher
as the explains headings, subheading and bold face
words.
Students will then engage in a Jigsaw reading
comprehension activity in which they will work win groups
in order to complete a reading and answer their assigned
questions.
Students will then participate in a discussion. Once all groups are done identifying the
main ideas to their assigned sections, students will be randomly selected to share their
answers (main ideas) with the rest of the class (all students will have to share during
the class discussion). While one student is sharing, the rest of the class will be filling in
their timeline and making sure that they add the main ideas for each section of the
reading.
Teacher will explain to students what the reading will be about and why it is important for them
to know this information. After the teacher has explained this, she will instruct all students to
open their textbooks and turn to pg. 529. The entire class will follow along as the teacher reads
all the headings and sub headings in the reading as well as when the teacher explain the definitions
of the bold face words in the text. Teacher will then use the Jigsaw reading comprehension
strategy in order to ensure that all the students remain engaged during the completion of the
reading
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