Northern State University Student Teaching Experience Teacher Work Sample Spring 2016 Candidate Name: Melinda Quade Candidate Phone Number: Candidate ID Number: Name of School where data was collected: SubjectiContent Area of Unit: | United States history Grade Level: 14" grade Date Submitted: May 2, 2016 | understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or misrepresentation may result in a failing grade in a course or expulsion from the teacher education program. | grant permission for the School of Education to use my Teacher Work Sample as an exemplary (outstanding) model for teacher candidate and university supervisor training purposes in the future. | understand my name will remain on the document for proper credit, Signature of Candidate Submitting the TWS: Melinda Quade (electronic submission)Common Lesson Plan | Teacher Candidate: Melinda Quade Cooperating Teacher: Mr. Fast, Wilmot High Schoo! Grade Level: 11" grade Subject: United States history Date: March 7-8, 2016 ‘Common Core/State Standard(s): ‘© K-12.H.4 Students will identify and evaluate the causes and effects of past, current and potential events, issues and problems © 9-12.H.4.9 Explain the causes, events, and consequences of the Second World War including issues at home and abroad. (Courses: Modern, Comprehensive} ‘© K-12.H.3 Students will analyze and evaluate historical events from multiple perspectives © 9-12.H.3.1 Analyze the ways in which the perspectives of those writing history shaped the history they produced in relation to exploration, imperialism, and expansion ‘+ K-12.H.4 Students will identify and evaluate the causes and effects of past, current and potential events, issues and problems. © 9-12.H.4.2 Evaluate how economic conditions were shaped by the unique circumstances of the time and place o_9-12.H.4.3 Analyze multiple and complex causes and effects of events of WWIL Learning Objectives}: Students will be able t ‘+ Students will be able to define what a dictatorship is. ‘+ Students will be able to comprehend how the economic situations of a nation can lead to the rise of a dictator. ‘+ Students will be able to distinguish between the dictatorships of Italy, The Soviet Union, and Germany. ‘+ Students will be able to further understand Hitler's rise to power through reading the article, How Did Hitler Happen?. Rationale: Describe how this lesson is developmentally appropriat ‘+ What skills and content are needed to master the lesson objective(s)? © In order for students to fully comprehend the goals of this lesson, they must first be introduced to what a dictatorship is and the qualities that go along with it. Students will also need to understand the ideas of fascism and communism and how they relate to the rise of European dictators, Students will then be taught who the major European dictators were. ives, and/or the real world? * This lesson is relevant to the lives of the students and the world they live in because it describes the beginnings of the last world war America was involved in. This lesson describes the fact that even though these events were happening clear across the globe, they were stil actions that made America and the rest of the world fearful because no one knew if their country would be the next target. Through this lesson, students can identify how occurrences such as economic distress and desperation of the people can lead to the rise of dictators. While keeping these pieces in mind, students can relate these events to the fear the entire world is facing because of the fast growing and moving actions of ISI. * How is this objective relevant to students, the Planning ‘+ What types of instructional strategies will you use to deliver the content? * Taking the answers received through the pre-assessment in mind, | will deliver the new material through a lecture-based format using a PowerPoint presentation. | will further describe each slide as well as assess student understanding throughout the lecture by asking questions to individual students about the material After the lecture, | will transition the class into a group discussion and reading of the article, How Did Hitler Happen? As we read this article, | will ask the students questions to not onty further their understanding of the material, but also to help them think critically about how the situation of a nation can lead to the emergence of a dictator lke Hitler. To enhance the ee]Lesson Plan ‘students’ comprehension of the qualities of Hitler, | will also play a YouTube clip of one of his speeches to demonstrate just how much great public speaking abilities can convince an entire nation to follow a particular person. ‘+ How does your lesson reflect educational theories/theorists? * According to Piaget, students aged 11 and up are in his Formal Operational stage. In this phase of life, students are able to think hypothetically and theoretically, placing ideas into perspective and applying them to real lfe situations. In other words, students are able to take the concepts associated with deciphering primary documents and can apply them to the other readings they may encounter. For this particular lesson, students will be able to use their critical thinking skills to understand how the economic situation and desperation of a nation can lead to the rise of dictators. Pre-Assessment * Before | began my unit on WW II, | inquired how much students knew about dictatorships in Europe and the initial events that led to American entrance into WW II. For this lesson, | did an Informal assessment inquiring how the state of Germany led to Hitler's rise as well as the qualities Hitler possessed that made people want to follow him. Assessment * Periodically throughout the lesson, t will ask individual students questions about the lesson to assess their understanding. After the lecture, | will work with the students as we read the article How Did Hitler Hoppen? This article will help enrich the students’ knowledge about how the rise of Hitler happened. Post-Assessment # Students will be assessed periodically throughout the unit as new information is added. This will be completed by my building off of this lesson to further describe European, and later American, involvement in the war. The students will have a final assessment in the form of a unit test at the end of the unit. Implementa ‘Accommodations: Key Vocabulary: Technology neede * Imperialism ‘+ Alaptop and projector to play the Power Point Fascism presentation lecture. + Dictatorship ‘+ YouTube clip of Hitler’s speech: * Totalitarianism * https://mww.youtube.com/watch2v=€VSkyocogko © Mussolini ‘+ One-to-one computers for students to take notes on + Stalin Other required materials: © S-year plans ‘© Copies of the article How Did Hitler Happen? + Collectivization © Gulag | + Purge | © Treaty of Versailles * Hitler © Mein Kampf + Anti-Semitism Nuremburg Laws ¥ Accommodations will be made based on student needs and IEPs. The lesson can be altered as needed, Lesson Opening: * Iwill open the lesson by first asking the students if they know who Hitler, Mussolini, and Stalin are. After this, | will ask the students just what conditions a nation needs to be in for a dictator to rise to power. * Iwill then state the lesson objectives: + Students will be able to define what a dictatorshiAnalyze + Students will be able to comprehend how the economic situations of a nation can lead to the rise of a dictator. + Students will be able to distinguish between the dictatorships of Italy, The Soviet Union, and Germany. + Students will be able to further understand Hitler's rise to power through reading the article, How Did Hitler Happen?. Instructional input ¥ will begin the PowerPoint presentation by first describing what a dictator is. The presentation wil then go on to describe Japanese Imperialism, the rise of Mussolini in Italy, Stalin’s Communist idee and then finally moving into the state of Germany after WW I and how it led to the rise of Hitler in Germany, Y After the PowerPoint presentation, | will then transition into the article, How did Hitler Hoppen? te gain a deeper understanding of Hitler's rise to power. We Do ied Practice Y After assessing if the students understand the material covered in the PowerPoint presentation, | will read and discuss with the students the article How Did Hitler Happen?. | will ask questions throughout the reading in order to assess student understanding and involvement. You Do Independent Practice Y After reading the article, How Did Hitler Happen?, | will have the students review their notes and the reading in order to compare the rise of a dictatorship in Germany compared to the rise of dictatorships in Italy and Russia. Lesson Closing In the last few minutes, if time allows, | will bring the article discussions to serve as an entire class discussion. | wll have the students review what a dictatorship is, who the dictators were in each country, and how the economic situations and the aftermath of WW I led to the rise of dictatorships. | will then ask if there are any questions and then I wil dismiss the class ¥ The students did very well with the introduction of dictators in Europe. They were able to answer the questions thoroughly by using their critical thinking skills in order to determine how the aftermath of WW I can drastically affect a country later on. | was also impressed with their attentiveness while reading the article and answering the class. question:Reflect v v thought my content knowledge and my a ity to explain in greater analysis of the topics went very well | also thought that the questions | asked the students in order to promote greater thinking and participation also went very well One thing | would change would include the animations on my PowerPoint presentation. ‘When creating the slides, forgot to place animations on each piece of text; as a result, the slides showed up in one lump sum which tended to overwhelm the students and made them dread taking notes. Next time, to ensure that | am moving at a realistic and steady pace for the students, | will place animations on each piece of text within the slide and then explain the text before bringing up new information; doing this would allow the students to both listen and take notes ata pace they can keep up with, ‘Another improvement | would bring to the lesson would be breaking the article readings into smaller groups. | came to this conclusion when a student was dosing off in class thinking that | wouldn’t notice because we were together in one large group; when | asked him to participate, he replied with very smart comments. | feel that placing the students with a partner and then perhaps requiring them to answer questions after reading would eliminate students from falling asleep in class because they would be required to complete a portion of the work. —tg 2M years ago, the can Tne sparked World War Il. How did he come to PO perc UCIT TION LOLI UBL Ren A 1A JUNIOR SCHOLASTIC / SERTEMBER 1, 2014, aeSeptember 1, 1938, the most destructive war ever fought Was ignited with a fury. cn Funireo All along the border with “ “iN GIEFUNION orang coer , hee nN I ‘the predawn darkness of > ile Two tiousand Gena tans, flee "15 million soll un se a is ee hitler insite h es ' ent e mg atti Fj CHEF 5 | i morning ae ag. ited and (hes | boul 2 million of them Germans, ae ise Tor camonn Wen ar sig ell” (al itary) theiwarlin Decernber 1941, As ended in defeat and “natiotial iler’s audience roarea with ‘many as 50 million people died __|-humiliation,” says Black, a historian approval. Finally, they thought, ] in World War, About 6 milion | at thelU.S. Holocaust Memorial Germany could recoverits pride | of them were Jews;murdered in | Museum, Getmany was forced and take revenge on its enemic Germany's mass slaughter called | to sign the Treaty of Versailles Biller's accusations about the Holocaust. (oehr SIGH), which stripped away Poland weré lies is atack Now, on the 75th anniversary of | much ofits military might. The was simply the atest move in the star of World War l historians. | Germans also hod to pay billions in a campaign of aggression that are sill resting with how the | reparations (payment forthe cost ‘would eave Germany in conirolof | man most responsible for these | of wat), a debt that was pad in tmost of Europe (see map). Ttalso | horrors came to power. And they | monthly installments. “Every month Marted what historian Jan Kershaw | ask: ould it happen again? the same raw wound was opened. calls “the greatest explosion of , again,” Black tells 5. + +, Wlolenee the world has yet 4A. Raw Wound ‘The whole country was in an | known*—World War il (1939-45), “Hitler wouldn't have ‘uproar. The economy was in a ‘The conflict that eventually happened,” saysthstorian Peter | constant state of ersis, Attimes, consumed the planet pitted the Black, “without WoHlU Ward and | German currency was so worthless ‘Axis Powersled by Germany, its aftermath." Some 8.5 million | that people needed a suitease full Japan, and ttaly~against the soldiers were killed in the Great ~ | of paper bills to buy even a Joat ‘Alles—Ied by the United States. | War, as Europeans called it then— of bread. Maters got even worse ding the Great Depression ofthe | OO creat peweat Words to Know of Germans were out of work. + WorldWarHi (ni: (1914-18) —_» BFBB8GSRA (nl: eas of an From this chaos, Hitler emerged. acontlict between the Central _often false or exaggerated Starting ia 1921, he headed a Powers, led by Germany, and nature spreadin media and the Allies, led by the U.K. the speeches to help or attack TE US.,and France acause SEPTEMBER 1, 2014 / JUNIOR SCHOLASTIC 15,‘Solution* to “the Jewish problem.” ‘Throughout Germany andthe ‘countries tat it occupied, ihe Nazis pt into place amadhinery to'wipe out the Jewish pope ‘Wit highiyefidient system of mobile kiling squads, ain nes, and eoneeiation camps, lions ot Jews wele shot. gassed of worked or starved to death, Other loupe considered infor) Such as Roma (pie): the dgabie a pay were alo'petseeuted and sidered in the Hotoeais. Alte start ofthe ile’ itary gambles pad off ina string of victories, Bat in tie the tide turned against hi. in December 194%, after Japan attacked the American naval base at Peart Harbor, Hawai, dhe U.S. joined the Ales. Then in the winter of Nearly was World: 298,000 Americans died in the coniflct pie ss Cc aan prnstara ne Gre ented Mari etd i pay We iestions =ifig Wien eo een reales eye or aeme Yet many historians believe that itiould/balnardito re cteate the Renal orate eine FFP TOME ie admis, “Betore ne wut: World War, one could. ‘not Have foreseen” thie® forded that brought the Nazis to power. He points to the ‘chiaos resulting from the eivil war in Syria Gee pp. 8-13), “Wwe have no way of predicting what is going to come out of it,” Black says. {n the same way, there is no way to know if the world will ever see another | Adolf titter. Bryan Brown KNOW? every country caught upin. ‘War ll, About ees Set cereca entire ty erates errant fogtent ons rere the U ent U.S, factories, which Giorecd fort, created millions of ieee) Crater) Teg Cane nena Pome covery Cone Porat Remcry soca planted, Women are about Edoremonts ye ter ac) nari ne coon Teen er Cece ote Pre ens PARE Re =D Americans enlisted in the COME cc ting for ) Ee Coe ci Lea Cree ices Congres Cormac eer ee eee SEPTEMBER 1, 2014 / JUNIOR SCHOLASTIC 17,ered tame eae re oo Saat Pernt yee Tota oe needed the Heeaae thersle ofchancelion Germany's setond- . | streevcrime and pit thetialion Ge highest office: bck to workin part by rebuilding | ‘had seize the whole country. Hlidienbure’s closest the army, a direct violation of the ut when Germany jnvaded counselorsithought thiey could Versailles Treaty. Germans who. Poland on September 1, 1939; control the Nazis while (using) seethed with resentment over the | Britain and France knew; they thelr popularity,” says Black. "it | treaty felt some oftheir old pride. | had to act. Two days later, they ‘was probably the most costly mis- Nazi also siiutly | declared war. caleulalion ofthe 20th century.” | sold titler as a symbol of “true Sill, Germans were proud. Hitler nie Gerinanie vittueselinechirage::, | had lifted thelr country, *from a Hitler’s Spell! and *manliness,"Kershaw wites. | defeated and humiliated nation to a ‘Now fitlerad real power. A | ‘The Nazis massive public ralies | great power.” Black says, Now they month after he took office, the ‘whipped people imo a frenzy. ‘were ready to wipe out the shame Reichstag building burned down, “There was only one thing for | of the last war with a new one. Blain the ire on Communists, | me," said a German who had just | “This time they Had to do it sight." Hitler convinced Hindenbuirg to | heard Hitler speak, “to win with pass an emergency law suspencing | Adolf ile or to die for him. Tae | Another Hitler? free speech and other civil liberties. | personality of the Filner had me ‘Once in power, the Nazis Nazi opponents were rounded up | totally in is spelt” systematically stripped German in mass arrests, Ignoring the Versailles Treaty, | Jews oftheir property and freedom. ‘Then in August 1934, Hitler acted boldly to extend War allowed the Nazis o implement Hindenburg died. Hitler became | German might, in 1938, Germany | what their leaders called the "Final 16 JUNIOR SCHOLASTIC / SEPTEMBER 1, 2014Common Lesson Plan Teacher Candidate: Melinda Quade Cooperating Teacher: Mr. Fast, Wilmot High School Grade Level: 11" grade Subject: United States history Date: March 10-11, 2016 ‘Common Core/State Standard{s): * K-12.H.4 Students will identify and evaluate the causes and effects of past, current and potential events, ues and problems © 9-12.H.4.9 Explain the causes, events, and consequences of the Second World War including issues at home and abroad. (Courses: Modern, Comprehensive) + K-12.H.3 Students will analyze and evaluate historical events from multiple perspectives (© 9-12.H.3.1 Analyze the ways in which the perspectives of those writing history shaped the history they produced in relation to exploration, imperialism, and expansion + K-12.H.4 Students will identify and evaluate the causes and effects of past, current and potential events, issues and problems. © 9-12.H.4.2 Evaluate how economic conditions were shaped by the unique circumstances of the time and place __0_9-12.H.4.3 Analyze multiple and complex causes and effects of events of WWII Learning Objectives}: + Students will be able to distinguish how fast the fascist forces were moving during WW IL * Students will be able to read the chapter and document German progression through the use of a timeline reading guide. * Students will then be able to discuss the victims and tactics involved with German aggression through a class discussion. Rationale: Describe how this lesson is developmentally appropriat ‘+ What skills and content are needed to master the lesson objectives)? © In order for students to fully comprehend the goals of this lesson, they must first be introduced to what a dictatorship is and the qualities that go along with it. Students will also need to understand the ideas of fascism and communism and how they relate to the rise of European dictators. Students will then be taught who the major European dictators were. After reviewing this information from the previous day's lesson, students will be introduced to the countries that made up the axis and allied powers, as well as appeasement, blitzkrieg, and non-aggression. ‘+ How is this objective relevant to students, their lives, and/or the real world? * This lesson is relevant to the lives of the students and the world they live in because it describes the beginnings of the last world war America was involved in. This lesson describes the fact that even though these events were happening clear across the globe, they were still actions that made America and the rest of the world fearful because no one knew if their country would be the next target. Through this lesson, students can identify just how fast Hitler and his forces were moving and how it led to a greater divide within Europe. Students can also see how instances like this and Germany attacking America’s allies eventually led to America becoming part of the war effort without even fighting. Students can also compare the rapid progression of the German army to the progression of the terrorist group, ISI. Planning ‘+ What types of instructional strategies will you use to deliver the content? © This lesson will revolve around student-led learning. Students will first use their books in order to describe each of the events listed within the boxes on the timeline. After students have completed this portion of the lesson, we will come together as an entire class to discuss their writings and to fill in any missing information they may have +_How does your lesson reflect educational theories/theorists?© According to Piaget, students aged 11 and up are in his Formal Operational stage. In this phase of life, students are able to think hypothetically and theoretically, placing ideas into perspective and applying them to real ife situations. In other words, students are able to take the concepts associated with deciphering primary documents and can apply them to the other readings they may encounter. For this particular lesson, students will be able to use their critical thinking skills to understand the rapid progression of the German military. * This lesson also relates to Vygotsky's Zone of Proximal Development and scaffolding. The students are coming into this lesson with little knowledge about the topic. Through the use of the reading guide and assistance from myself, | can guide the students on what pieces of information most accurately describes the event. In doing this, lwill guide the students at first, but gradually back away to attempt the assignment on their own, Pre-Assessment © Before I began my unit on WW II, I did an informal assessment by inquiring just how much students knew about dictatorships in Europe and the initial events that led to American entrance into WW Il For this particular lesson, | asked the students how successful they felt Hitler was at the beginning of his “reign” as chancellor of Germany; this question was the initial starting point for our lesson. Assessment ‘Upon completion of the reading guide, | wll assess the students understanding by asking them questions about the answers they wrote in their timeline. They will also be assessed by how much they participate in the discussion. Post-Assessment ‘+ Students willbe assessed periodically throughout the unit as new information is added. This will be completed by my building off of this lesson to further describe European, and later American, involvement in the war. The students will have a final assessment in the form of a unit test at the end of the unit. Key Vocabulary: Technology needed: ‘+ Nonaggression * No technology will be needed in this lesson. + Appeasement Other required materials: + Axis powers ‘© Copies of the reading guide about the timeline of, + Allied powers German Aggression and the beginning of the war. + Blitzkrieg +The textbook Human Legacy. * Battle of Britain © Writing utensils * Ardennes ‘Accommodations: Y Accommodations will be made based on student needs and IEPs. The lesson can be altered as needed. Lesson Plan Implementation Lesson Openi * {will open the lesson by first asking how much power the students thought Hitler would have based on the economic situation Germany was in atthe time. | will also ask how itis possible for Hitler to move so fast through the countries-- this will introduce key terms, | * Iwill then state the objectives: ¥ Students will be able to distinguish how fast the fascist forces were moving during WW I. Students will be able to read the chapter and document German progression through the use of a timeline reading guide. Students will then be able to discuss the victims and tactics involved with German aggression through a class discussion.instructional Input Y After | ask the questions at the beginning of the hour, ! will hand out the timeline reading guides a the required page numbers to the students. They will be given that class period to read the chapte 8 and then fill out the timeline reading guide. = |v after the students complete the guide, we will come together as a class to talk about the answers they wrote down and then further discuss German progression at the beginning of WW Il Guided Practice a | Guided practice will occur when | am leading the class in a discussion about the guide they g completed and the facts they learned about German progression. Independent Practice | Asstated above, independent practice occurred as the students were filling out the reading guide 3 alone before the class discussion. 2 Lesson Closing Y Inthe last few minutes of class, | will remind the students that the reading guide will be homework if they do not get it done in class; | will also restate that we will be discussing it in class the next day. | will then ask if there are any questions pertaining to page numbers, what | expect them to write on the reading guide, etc. Iwill then dismiss the class. Analyze ~ 7 Twas very impressed with how thorough the students’ answers were on the reading guide; every student did an excellent job at fully describing each event and why it was, important. | was also glad that | had the students fil out the reading guide first and then discuss because the class discussion went very well; with help from the reading guide, the information was still fresh in the students’ minds and they could therefore promote a better discussion Reflect really liked the way | created the reading guide and the way that | explained how the students were supposed to fill it out. | also think It helped that the students knew they could work on the guide in class; this allowed them more time and to thoroughly fil out the guide rather than rushing through it to avoid homework. Y One thing | would improve upon would be creating a specific order with the years clearly printed on them so the students could easily figure out where they were supposed to write the information. | also thought about adding videos from the History Channel in order to help the students visualize the German progression. Y When doing this lesson, stressed to the students that the guide should be completed the next day so we could discuss it. When discussion day came, | found that some students had not finished, but rather waited for the class discussion to finish filling out their guide. To combat this, | would create consequences for the students, such as having them fil out the rest of their guide in the principal’s office while rest of the class discussed‘urequig Jo onzeg aya pue yyDanyDCommon Lesson Plan Teacher Candidate: Melinda Quade Cooperating Teacher: Mr. Fast Grade Level: 11" grade Subject: United States history Date: March 14-15, 2016 | Common Core/State Standard(s): K-12.H.4 Students will identify and evaluate the causes and effects of past, current and potential events, issues and problems # 9:12.H.4.9 Explain the causes, events, and consequences of the Second World War including issues at home and abroad. Learning Objective(s): Students will be able to..(SWBAT) * Students will be able to identify America's role in WW tI along with events that led to their initial entrance into the war. ‘+ Students willbe able to use primary sources to distinguish what people at the time of the war were actually going through. ‘+ Students wil be able to analyze three primary source video and sound recordings of Hitler, Churchill, and FOR in order to determine what qualities countries search for in a leader; they will also be able to determine how big ofa role a powerful and persuasive leader plays in a nation’s motivation. Rationale: Describe how this lesson is developmentally appropriat. ‘+ What skills and content are needed to master the lesson objective(s)? © inorder to master the objectives, students will first need to review European involvement in WW II to understand the situation the entire world was facing at the time. Students will then transition into America's plan to remain a neutral country to the war while still partaking in programs such as cash-and-carry and the Lend-Lease Act. Students will take this information and apply it to the attack on Pearl Harbor and the initial entrance of America to WW IL + Hows this objective relevant to students, their lives, and/or the real world? * These objectives relate the students’ lives and the real world in several different ways. First of all, WW Il created an entirely different mindset among the American people through the fear of the fascists and the great effort on the homefront. The war was also a prime example of a nation bringing both males and females along with people of any race together to win the war. It also demonstrates the power a government can have on its people through different persuasion techniques. Students can use primary documents to interpret events about this war and how it unfolded a better economy and later a rebellious nation after the war; they can then take this knowledge and apply it to other aspects of history and everyday events. Along with this, the surprise attack on Pearl Harbor and the fear exhibited because of this event, is something the students can relate to the recent ISIS attacks in Paris, San Bernardino, and Beligum. Students will be able to compare the two events and apply it to other historical events, determining how it is affecting their own lives. This will also entice students to remain up-to-date with current topics in America and around the world. ‘© What types of instructional strategies will you use to deliver the content? * 1 will be using direct teaching through the use of a PowerPoint presentation to present the information to the students; this portion of the lesson will also require student participation when discussing the vocabulary terms. The lesson will then move into a more student-led cooperative learning form where the students will be shown video clips of one of Hitler's speeches, FOR’s famous infamy speech, and @ sound recording of Churchill's message of motivation to the British people (a video clip was not available). From there, students will compare and contrast the speaking styles of the three leaders and distinguish exactly what about their style makes the public want to follow them, PlanningLesson Plan Implementation ‘© How does your lesson reflect educational theories/theorists? lesson reflects the ideas of Bloom's Taxonomy and his knowledge about how students learn and comprehend information. Every part of this lesson incorporates steps of his taxonomy. First, the students will be gaining the initial information and then discussing it with their group members. Upon further analyzing, the students will then be able to organize the information and then present the concept to their fellow classmates. Once every group has presented, the ent class can have a discussion in order to find how each of these events played a crucial role in ‘American entrance into the war and how they affected the fighting later on. © This lesson also incorporates Vygotsky's zone of proximal development and cooperative learning. Many students may come into this lesson without any knowledge about this subject, but they may be perfectly capable of doing so when they can hear the thoughts of their classmates through class discussions. By participating in class discussions, students will be able to gain more knowledge of the content and a newfound way to relay information, thus moving them into new zone of proximal development. Pre-Assessment ‘+ Inorder to assess the students’ knowledge about American involvement during WW 1l, | will ask them what events, besides Pearl Harbor demonstrated United States involvement in the war. Assessment ‘© Throughout the lesson, | will call on individual students and ask them questions about what had been discussed during the lesson; these questions will be designed to further their critical thinking skills. ‘+ Students will also be assessed by the class discussions they participate in after listening to and comparing the leaders Hitler, Churchill, and FOR. Post-Assessment ‘+ Students will be assessed by their participation in the class discussion about their findings on the three leaders. ‘+ _After the unit has ended, students will also be assessed through a unit test on WW Il. Key Vocabulary: Technology needed: Charles Lindbergh * PowerPoint presentation will be used for \solationism presenting the lesson. © Neutrality Act * YouTube will be used to show videos about Neutral the public speaking abilities of FDR, Hitler, + Quarantine Speech and Churchill ® Cash-and-carry + One-to-one computers for the students to Lend-Lease Act take notes on. © Pearl Harbor Other required materials: ‘© Writing utensils and paper for the students to jot down their findings about the speeches. ‘Accommodations: ¥ Accommodations will be made based on student needs and IEPs. The lesson can be altered as needed. Lesson Openi ¥ will open the lesson by asking the students if they like surprises. In doing this, | will include pictures of birthday presents, expensive cars, etc. and finally a picture of the bombing of Pearl Harbor. ! will state that this surprise is what triggered total American entry into WW Il, Iwill then ask the students to tell me, before Pearl Harbor, how else the United States was involved in the war. ¥ twill then state the objectives: "Students will be able to identify America's role in WW Il along with events that led (0 their initial entrance into the war.® Students will be able to use primary sources to distinguish what people at the time of the war were actually going through. ® Students will be able to identify three causes of American entry into WW Il and use that information in a brief class presentation, Instructional Input Y As begin the new material about United States entry into the war, | will ask the students to tell me how the war began in the first place. We will briefly review Hitler's dominance and his. goal for Nazi Germany to become a world leader as well as the rapid pace of German ‘aggression; along with this, we will also review Japan's alliance with Germany and Italy and, therefore, becoming part of the Axis Powers. 8 Y After the review, | will move into a PowerPoint presentation, where | will introduce America = before the bombing of Pearl Harbor using terms such as isolationism, cash-and-carry, Neutrality Act, Lend-Lease Act etc. | will then transition into the attack on Pearl Harbor, describing the event and showing the YouTube clip of FOR's Pearl Harbor address. YAs| move through the lecture, | will call on individual students and ask for a definition and their input about a certain term; after this, | will ask another student why it mattered so much to American entrance into the war. Guided Practice ¥ After the PowerPoint presentation, | will ask if there are any questions. f there aren’t any questions, | will move into the videos about the three leaders. As a class, we will watch the videos and then have a brief discussion about what we think are qualities about each leader's voice, presence in front of a crowd, and how they project their voice and present themselves. Finally, after each of the videos have been watched, we will compare and contrast each of the leaders. The students should be taking notes on these videos and their findings as we move throughout the lesson. We Do Independent Practice ‘© Students should be jotting down their findings about the leaders to themselves as we movie ‘throughout the activity. After they write their thoughts as an individual, they will bring those ideas with the entire class for a discussion. You Do Lesson Closing Y Before the lesson ends, | will sk the students how the United States was involved within WW II before they actually started fighting within the war. Iwill then ask if there are any questions; after this, | will dismiss the class. Analyze Reflect Y_Tfelt the students did well when comparing Hitler, Churchill, and FOR during the activity. While there was good discussion among a majority of the class, | also noticed that the rest of the class appeared somewhat lost when they were trying to figure out what they should write when we saw the videos about each leader. Overall, ¥ of the class promoted a strong discussion on the videos, while the other quarter didn’t participate as much. ‘Y_Ithought my PowerPoint presentation and my content knowledge was very strong. I was also impressed by the questions | asked the students in order to promote a better class discussion; the students did an excellent job in looking at an event or situation and determining how it could impact future events or even how they could apply itto their own lives. ¥ One area | would improve upon would be to include a guide of questions for the students to ponder ‘when comparing the three leaders. As we moved through each leader, some of the students appeared lost because they didn’t know what questions they should answer about each leader. By giving the students alist of questions to reference to, they will be able to look back and determine ‘what qualities are different for each leader.Common Lesson Plan racher Candidate: Melinda Quade Cooperating Teacher: Mr. Fast Grade Level: 11" grade Subject: United States history Date: March 16-17, 2016 ‘Common Core/State Standard(s K-12.H.4 Students will identify and evaluate the causes and effects of past, current and potential events, issues and problems © 9-12.H.4.9 Explain the causes, events, and consequences of the Second World War including issues at home and abroad. K-12.H.5 Students will develop historical research skills © 9-12.H.5.6 Investigate the social, political, and economic transformation of the United States in the aftermath of the Second World War. (Courses: Modern, Comprehensive) Learning Objective(s): Students will be able to...(SWBAT) ‘+ Students will be able to understand how the United States prepared for entrance into WW II through the draft, training camps, and rationing, ‘+ Students will be able to understand the idea of rationing and then apply it to a simulation activity where they have to create a plan for rationing if the United States were to enter into WW II Rationale: Describe how this lesson is developmentally appropriat + What skills and content are needed to master the lesson objective(s)? + Inorder to master the objectives, students will need to review how the United States was involved in WW It before they actually started fighting; they will review terms such as isolationism, Cash-and- Carry Policy, Lend-lease Act, Quarantine Speech, Pearl Harbor, etc * Students will then be introduced to terms such as the draft, War Production Board, Office of Production Management, victory gardens, rationing, etc. | will also need to explain to the students the state America was in when we first entered into the war, which was the sole reason for the ideas of rationing, victory gardens, or even the draft. Finally, through this lesson, students will be able to examine how much America pulled together in order to best prepare for fighting in the war. ‘+ How is this objective relevant to students, their lives, and/or the real world? "These objectives relate the students’ lives and the real world in several different ways. First of all, WW Il created an entirely different mindset among the American people through the fear of the fascists and the great effort on the homefront. The war was also a prime example of a nation bringing both males and females along with people of any race together to win the war. It also demonstrates the power a government can have on its people through different persuasion techniques. Students can use primary documents to interpret events about this war and how it unfolded a better economy and later a rebellious nation after the war; they can then take this knowledge and apply it to other aspects of history and everyday events. "Students can also apply this lesson to their individual life through the activity they will complete. Students will examine how the United States used different methods to pull together in order for the benefit of the war effort. Then, using this information, they will be able to put rationing into the perspective of modern-day life through an rationing activity; through this assignment, students will have to determine whether or not America would have to ration if it entered into WW Ill as well as if the country would be able to work together for the war effort considering all of our modern ‘+ What types of instructional strategies will you use to deliver the content? Planning + | will be using direct teaching through the use of a PowerPoint presentation to present the information to the students; this portion of the lesson will also require student participation when discussing the vocabulary terms. * The lesson will then move into a group discussion while we read the rationing article as a class. As we read, we will discuss the types of items rationed and why the federal government felt they were |important enough to be rationed. The students will then work independently ina simulation activity ‘to determine how the United States would lookif we entered into WW IIl and needed to ration; they would look at the needs of our modern-day times in order to determine what specific items would be rationed How does your lesson reflect educational theories/theorists? * This lesson reflects the ideas of Bloom's Taxonomy and his knowledge about how students learn and comprehend information. Every part of this lesson incorporates steps of his taxonomy. First, the students will be gaining the initial information and then discussing it with their group members. Upon further analyzing, the students will then be able to organize the information and then present the concept to their fellow classmates. Once every group has presented, the entire class can have a discussion in order to find how each of these events played a crucial role in American entrance into the war and how they affected the fighting later on. * This lesson also encompasses Vygotsky's Zone of Proximal Development. Students may come into the classroom with little to no knowledge of how the United States prepared for the war. Through the Zone of Proximal Development, | can give the students the foundations for war mobilization and scaffold and slowly step back while they apply this information to their rationing activity. * [feel this lesson also includes Piaget’s Formal Operational Stage. In this stage, students are beginning to think critically in order to take information and apply it to their own lives. For this particular lesson, students will be able to take the information leamed about American mobilization during the lesson ‘and then apply it to an activity where they would need to determine if the United States would ated in rationing if they entered into @ WW Il ‘© Inorder to assess the students’ knowledge about America mobilizing for war, | will first ask the students what they would need to have and do in order to fight a war. | would then ask them what rationing is and what items the feel would need to be rationed. Assessment ‘© Throughout the lesson, | will call on individual students and ask them questions about what had been discussed during the lesson; these questions will be designed to further their critical thinking skills. Post-Assessment * Students will be given an article about rationing that will be read asa class. After we have read and discussed the article, students will then be given a question sheet where they will need to imagine ‘modern-day America in WW Il with the need to ration. + After the unit has ended, students will also be assessed through a unit test on WW Il. Key Vocabulary: Technology needed: George C. Marshall * PowerPoint presentation will be used for © The Draft presenting the lesson, * Liberty ships * One-to-one computers for the students to take © War Production Board notes on, Labor Unions Other required material + Strike * Copies of the rationing article * Victory gardens * Copies of the rationing article questions + Rationing * Ration books from the time period to allow © War bond students to actually visualize what it would be * Civic Duty like to rat ‘Accommodations: ¥ Accommodations will be made based on student needs and IEPs. The lesson can be altered as needed,Lesson Plan Implementation Analyze lesson Opening: ¥ Iwill open the lesson by asking the students what things a country needs in order to prepare for a war. | will also ask what preparation methods they need to take and what things change within a nation. | will then transition into the statement that a country sees many changes when it enters into a war. Y Iwill then state the objectives: = Students will be able to understand how the United States prepared for entrance into WWI through the draft, training camps, and rationing. = Students will be able to understand the idea of rationing and then apply itto a simulation activity where they have to create a plan for rationing if the United States, were to enter into WW Il Instructional Input YAS! begin the new material about the United States mobilizing for the war, | will review how the United States was involved in the war before they started fighting. | will also create my PowerPoint slides to coincide with the ideas students discuss about the materials needed to fight Y {will then introduce terms such as the draft, war production board, victory gardens, rationing, war bonds, as well as civic duty in order to discuss how America was preparing to enter into the war. Iwill emphasize how much every American was coming together in order to successfully prepare for the war. 1Do Guided Practice After I finish with the PowerPoint presentation, | will pass out the rationing articles to each of the students, We will then read and discuss the article together as a class, Through reading the article, we will be able to pinpoint what items were rationed as well as what made those objects important enough to be rationed at the time. We Do Independent Practice Y After we read the article in class, students will work independently on a series of questions for a simulation activity. In this activity, students will imagine that America hes just entered into WW Ill, Through the questions, students would have to determine if America would need to ration and what specific items would need to be rationed based on the needs of our modern-day times. You Do Lesson Closing oe V Before the lesson ends, | will ask the students to define rationing and then give me three examples of items that were rationed. | will also state that ifthe students did not finish their questions in class, it is homework that will be due the next day. | will then ask if there are any questions, then | will dismiss the class, Y felt the students did well with the rationing activity. They were able to consider the modern necessities we have today as well as determine where those products come from and how fighting a war with certain countries would affect our access to those particular goods. The students also considered our dependence on modern-day technology in order to predict if we would be able to work with other people in our communities through activities such as scrap drives or victory gardens Y One area | would've liked to have seen students improve on would be to describe their answers in greater detail. Rather than just saying “No we wouldn't be able to work with our neighbor if we had to plant victory gardens,” students should describe why we wouldn't be able to do so.EE Ul ees —— Reflect Twas very impressed with how my PowerPoint presentation turned out. | felt my images as well as my ‘video links were very helpful in assisting the students to visualize what rationing looks like. Along with this, | feel my personal stories about my family having to ration brought the information down-to-earth and made it relatable for the students because they might have also had family members involved in rationing. ‘Along with my presentation of the topic, !also felt that including primary sources, such as the pictures and the actual ration books, was an effective way for the students to feel more connected to the historical event. ‘Along with the article choices, ! was also impressed by how much the students were able to take the rationing information and then place it into today’s perspective and needs. For example, students examined what items are crucial to living in today's society; they came up with cellphones and determined that rather than the scrap drives of the 1940s, people of today's time could hold old cellphone drives to be used in the military's technology. ‘One improvement | would implement on the lesson would fall under the instructions | gave for the activity. When students handed in their assignments, many of them merely answered “yes” or “no” or just gave alist of items that would be rationed; in doing this, the students neglected to explain why the circumstances or rationing regulations would be that way (taking the state of our modern-day times into consideration). To get the desired information, | would specify the instructions by stating that the student should not only answer the question, but that they should also defend why they believe it could be this way according to the traditions and modern-day habits we have in this country today. Rationing Simulation Activity Grades eA mB D =F‘A Closer Look at Rationing in WW It ‘A“Fashionable” War During World War Il, the United States didn’t ration clothing as the United Kingdom did, but restrictions were applied, and fashions adapted to use less fabric. wr. Why Clothing? B. @ warns Eleven million men and women served in the US military during the war, and they all needed uniforms. This strained the country’s supply of fabric, particularly wool, and the garment manufacturing system. Since Japan produced the ‘majority of the world’s silk, the war cut off the supply completely. Civilians were encouraged to purchase or make clothing from cotton, rayon, or rayon/wool blends. Wartime Women’s Fashions Clothing using less fabric became fashionable. Women’s suits took on a sleek, military look. Suit jackets were fitted, with padded shoulders, and rested between the waist and hip. Skirts took on a slim silhouette, often with an A- line flare. The peasant look was also popular, but without full skirts and ruffles. Also, millions of women entering the workplace popularized the “Rosie the Riveter” look—slacks became stylish, as well as turbans, snoods, and headscarves to keep hair away from machinery. Since metal zippers were unavailable, wraparound dresses and skirts were introduced. Wartime Men's Fashions Before the war, when a man purchased a suit, it came with a jacket, a vest, and two pairs of pants. The wartime “Victory Suit” eliminated the vest and second pair of pants. Men's suits were single-breasted, had narrow lapels, no cuffs, and no pocket flaps. Wartime necessity allowed men to wear mismatched jackets and trousers. War Production Board Restrictions On March 8, 1942, the US War Production Board (WPS) issued order L-85 with the goal of 15 percent reduction in the amount of textiles used in women’s wear. Skirt length and width were restricted, as well as the width of women’s slacks. ‘The WPB prohibited pleats, ruffles, patch pockets, attached hoods and shawls, and full sleeves or skirts. Hems and fabric belts could be no wider than two inches, and garments could have no more than one pocket. Exemptions were allowed for bridal gowns, maternity clothes, and religious vestments. Home sewing was not restricted and became even more popular. However, patterns of the time tended to follow WPB guidelines. Price Controls The textile situation worsened in 1944. Manufacturing of civilian clothing fell 50 percent, and prices began to rise. To prevent rampant inflation, the Office of Price Administration instituted price controls on clothing on March 19, 1945, which were lifted on August 18, 1945,‘Making Do ‘Mending was more than economical, it was a patriotic duty, and a fad for patched clothing emerged. Home sewers often pieced together garments from remnants, mixing and matching colors and patterns. Creative women cut down old garments to reuse the cloth and remade old clothing into wartime fashions. Due to the silk shortage, women shared wedding dresses and formalwear. With so many men off to war, wives were encouraged to remake their husband's suits for their own use, and the old pioneer tradition of cutting down adult clothing for children’s use returned. Source: http://www.sarahsundin.com/make-it-do-clothing-restrictions-in-world-war-ii/ The Scoop on Fuel In NY, drivers sometimes tail a gasoline tank truck until lke a pied piper, the truck had collected a string of cars following it to its destined delivery point. Cars would line up for blocks- as many as 350 of them- when word spread that a filling station had received a gasoline shipment” Sound like a description of the awful gasoline shortage that is was gripping New York and New Jersey post Hurricane Sandy? Nope, its excerpted from the book “Don’t you Know There’s a War On” by Richard Lingeman , describing life on the home front during WWII when gas was seriously rationed. War Time Rationing When WWII broke out, Americans had been told that each of us was a vital part of the war effort. Each day we were helping the final victory by giving and conserving. Rubber, fuel, metals? Fuhhgeddaboutit! As a way to conserve rubber and gasoline, in December 1942 Franklin Roosevelt ordered nationwide gas rationing. Along with gas rationing there was a ban on pleasure driving. The roads of tomorrow envisioned at The 1939 NY Worlds Fair were all but closed. That short window of sustained speed was shut down as the speed limit was reduced to 35 You caut stretch Tation Aut seu cen sinteheae ‘couponsGas Rationing In the beginning, gasoline rationing was based on a true shortage. German submarines had been sinking an inordinate number of tankers in the Atlantic and the pipeline from Texas and ‘Oklahoma oil fields to the Northeast could not be completed until 1943. Railroads could not help to ship fuel because they were already over-burdened with troop trains, hospital trains, and war materials. ‘There was eventually enough gasoline to meet the demands of the country but there was stil another shortage connected with automobiles: rubber. Since the Japanese had cut off supplies from the Pacific, it would not have been helpful to drop the gasoline rationing; people would have worn out their pre-war tires without these mandatory restraints, So gasoline remained on the ration list for the duration of the war. When you ride ALONE you ride with Hitler Rationing EZ as ABC Gas was divided into 3 main classifications. An A sticker owner received the lowest gas allocation,4 later 3 gallons a week, The B holder had essential driving to do such as a war worker who drove his car in a carpool. The C card holder, the luckiest of all, needed his car for essential activities such asa doctor or clergy and was given additional allocations. ‘The ABC's of Saving Gas were A) Don’t Drive over 35 miles per hour (B) Don’t make jack-rabbit starts. (C) Don’t let your car become a “smoker”!the Take Good Care of Your Car Besides gas rationing, folks had to get along on pre-war tires and take good care of your pre-war car since there were no new automobiles to buy. ‘The last automobile manufactured in the US for civilian use rolled off the assembly line in Feb. 1942. It was your patriotic duty to take good care of your car. "Your automobile is a weapon of war-it is your duty to keep it constantly in shape to serve your country’s wartime transportation system” Citizens were constantly warned not to let their precious coupons go up in smoke. Smoke from your car exhaust meant. ‘you were in trouble of becoming a gasoline hog.War Needs Come First More and more gasoline was going overseas. Which would win the war quicker Mr. Civilian? A gallon of gas in the tank of your Ford or in an army tank. “tHe must have gasoline to fight”, proclaimed this Ethyl gasoline ad from 1944, “What's more, the gasoline needed to power a plane, tank, truck or jeep must be top quality gasoline. That’s why the anti-knock quality o nearly every gallon of fighting gasoline-aviation and motor-is improved with Ethyl fluid. And that’s why government agencies have placed limits on the quantities and quality of gasoline for civilian use.” “Remember- “gasoline powers the attack —don’t waste a drop.” Source: http://envisioningtheamericandream.com/2012/11/15/gas-rationing-wwii/ The War of the Kitchen Rationing was part of life on the US Home Front during World War I Along with gasoline, sugar, coffee, processed foods, meat, and cheese—fats and oils were rationed. To help produce the glycerin needed by the military, housewives also collected kitchen waste fats. Why Fats? Shortages of butter and oils began early in the war. Most cooking oils came from Pacific lands conquered by the Japanese, and the supply plummeted. Fats were also needed in higher quantities for industrial and military use. For example, the Navy used lard to grease their guns. In addition, the United States provided the fats needed by many of our allies for military and civilian use. Rationing of Fats and Oils By Christmas of 1942 a serious shortage of butter and other fats developed. The Office of Price Administration added butter, fats, and oils to rationing on March 29, 1943. Points were assigned to each type of fat based on scarcity. Gracery stores posted the required ration points along with prices. Lard was removed from rationing on March 3, 1944 and shortening and oils on April 19, 1944, but butter and margarine were rationed until November 23, 11945. Butter required a higher number of points than margarine, so “oleo” margarine became more popular. Naturally white, oleo came with a packet of yellow food coloring to mix in, Ration Books Ration Books Two, Three, and Four included blue stamps for processed foods and red stamps for meat, cheese, and fats. Each person received 64 red stamps each month, providing about 12 pounds of fats per year. Glycerin Shortage The vital substance of glycerin comes from fats. In the United States, most glycerin came from the production of soap— when fats and lye are combined, soap and glycerin are formed. Glycerin is a crucial ingredient in the manufacture of explosives such as nitroglycerin. It was also needed for other military uses—as a lubricant, in protective paint for planes and tanks, in hydraulics, in the production of cellophane for food wrappers, and in dyes for uniforms. In addition, glycerin is vital in pharmaceuticals as a solvent, protectant, and emollient. To free up some of the supply, glycerin usewas restricted or removed from civilian products such as beverages, gum, antifreeze, tobacco, cosmetics, lotions, soaps, and shampoo. Pharmacists learned to use other solvents to make suspensions and elixirs. However, more glycerin was needed, so America turned to the housewife to provide more fats. “Pass the Grease and Make the Ammunition” “One tablespoonful of kitchen grease fires five bullets,” “One pound of kitchen fats makes enough dynamite to blow up a bridge.” Slogans like these prompted housewives to salvage cooking fats. In June of 1942, a national program was begun for collection—but it still wasn’t enough. To reward collection, starting in December of 1943, housewives received 2 red ration points and 4 cents for each pound of grease. SLU ZN How were waste fats collected? Housewives saved fats trimmed from meat (boiled down}, pan juices, skimmings from stews and gravies, even water from boiling sausage (chilled and skimmed). ‘The grease had to be free of water and juice, strained through a fine-mesh sieve to remove impurities, and stored in a cool and dry place, preferably refrigerated When a pound had been collected in a tin can, the housewife took it in to her grocer or butcher, who would return her tin can—tin was scarce too! Source: http:// warsi-2/ www. sarahsundin,com/make-iName:_ Rationing Critical Thinking Questions Imagine itis 2018 and World War Three has just erupted. Consider America’s position as a world and power today as you answer the questions below. 1). Think about where America gets a majority of its goods along with what particular goods are either grown or created in the United States. Would Americans need to ration for the war effort? If so, what items would we need to ration? Would transportation of goods still be an issue during wartime? 2). During WW II, Americans grew a majority of their food and made do with what they had through the mechanical, agricultural, and homemaking skills they were taught. With the instant access, disposable world we live in today, would ‘Americans be able to work together to grow their own food or be resourceful? Why or why not? 3). Rather than just scrap metal or rubber drives, what types of drives might be considered in today’s time that wouldn't have been heard of during the WW Il era?Common Lesson Plan Teacher Candidate: Melinda Quade Cooperating Teacher: Mr. Fast, Wilmot High School Grade Level: 11" grade Subject: United States history Date: March 22-24, 2016 ‘Common Core/State Standard( _ K-12.H.4 Students will identify and evaluate the causes and effects of past, current and potential events, issues and problems ‘+ 9:12.H.4.9 Explain the causes, events, and consequences of the Second World War including issues at home and abroad. K-12.H.5 Students will develop historical research skills. + 9-12.H.5.6 Investigate the social, political, and economic transformation of the United States in the aftermath of the Second World War K-12.H.3 Students will analyze and evaluate historical events from multiple perspectives * 9-12.H.3.1 Analyze the ways in which the perspectives of those writing history shaped the history they produced in relation to exploration, imperialism, and expansion Learning Objective(s): Students will be able to..(SWBAT) * Students will be able to understand how the fighting overseas drastically impacted life on the homefront through rationing, propaganda, and Japanese internment camps. ‘+ Students will be able to define primary sources as well as the term propaganda, ‘+ Students will be able to apply the elements of WW Il propaganda and the emotions of the homefront through the creation of their own propaganda posters. Rationale: Describe how this lesson is developmentally appropriate: ‘+ What skills and content are needed to master the lesson objective(s)? * In order to understand the new material, students will have to be able to apply the occurrence of Pearl Harbor along with the fear of fascism. Students will then be able to learn of the different sacrifices people on the homefront contributed to the war effort, through processes such as rationing and planting victory gardens. We will then delve into propaganda and the Office of War Information, the driving forces of the homefront work ethic. Along with the great sacrifice made by Americans back home, we will also discuss Japanese internment, one of the negatives on the homefront. + How is this objective relevant to students, their lives, and/or the real world? * 1 want to emphasize to the students that propaganda and its influence on movies and advertisements was the driving force for an American victory. The colorful images, along with the influential slogans, were able to capture the emotions of the American publi, increasing their work in the war effort. In teaching the students about the elements of and reasoning behind the propaganda posters, they will be able to relate the elements to the influential posters and films that saturate our lives today. ‘+ What types of instructional strategies will you use to deliver the content? * Iwill first use a PowerPoint presentation in a lecture-based format to convey the information to the students, As the lecture moves forward, | will include images of propaganda posters on the slides or in hard copy handouts to allow for student discussion along with propaganda videos from the time period, After | finish the lecture, the students will work independently to create their own propaganda posters. + How does your lesson reflect educational theories/theorists? Planning © According to Piaget, students in the eleventh grade are in his Formal Operational stage. In this phase of life, students are able to think hypothetically and theoretically, placing ideas into perspective and applying them to real life situations. In other words, students are able to take the concepts associated with deciphering primary documents and can apply them to the other readings they may encounter.* Along with Piaget’s Formal Operational Stage, students are also Incorporating Vygotsky's ideas of cooperative learning and scaffolding. With these concepts, students will be able to take the knowledge gained from Piaget's Formal Operational Stage and implement them when working with other students. As Vygotsky finds, some students may need the direction of the teacher when first learning about a concept, but can gradually move to scaffolding, where the teacher slowly steps back to help the students gain more independence. Pre-Assessment 7 - ‘© Iwill first ask students what elements of advertising, whether it is on posters or on TV, influence them ‘the most. | will then ask them what they think propaganda is along with describing what forms it appears in, Assessment ‘© Throughout the lesson, | will ask individual students, as well as the rest of the class questions about the reasoning behind some of the poster and video styles and slogans. After the lecture, the students will be split up into preassigned groups to examine and discuss a handout of a propaganda poster. Students will then return to their original seats to create their own propaganda poster using the elements they discussed in their groups. Post-Assessment ‘+ Students will be graded by a set of guidelines that will assess their creativity, readability, and historical accuracy. Students will also be assessed over the entire lesson through a short quiz. ‘+ _ Students will also be assessed by a final quiz at the end of the unit Key Vocabulary: Technology needed: ‘= Rationing + Alaptop to present the Google Slides information + Emie Pyle presentation to the students, + Bill Mauldin + YouTube to show different propaganda videos of the ‘+ Office of War Information time in order to emphasize how they influenced every ‘© Propaganda part of American life, even cartoons. Video links include: + Executive Order 9066 + https://www.youtube.com/watch?v=aDDvpTMABOt ‘© Internment (Donald Duck joins the Army) ¢ Office of Price Administration + https://www.youtube.com/watch?v=-UQusfs24RAc * War Production Board (US Army training video) 2 ph geuss + https://www.youtube.com/watch?v=L90smU0SOcO + Bias (Donakd Duck in Naziland) Other required materials: © Standard-size blank sheets of paper © Crayons or markers ‘© Printouts of propaganda posters ‘© Bill Mauldin’s book, Up Front © The book, Dr.Seuss Goes to \ ‘Accommodations: © The lessons will be altered according to student needs and IEP requests.Analyze v This was my favorite lesson and this project had the most impressive outcomes out c any of the activities completed. | believe the students thoroughly enjoyed this assignment because they were able to experiment with different colors along with catchy slogans in order to create a persuasive finished product. With the exception o one student who did not turn in the assigned work, the rest of the students did an ‘outstanding job on their posters. Propaganda Poster Grades a ' eA eB aC 1D aF Reflect v < Tfelt my planning was outstanding for this lesson. Since | had previously completed several research projects and assignments relating to propaganda, | had a vast amount of knowledge and primary sources that could be implemented within this lesson. | was not only able to teach the students how to distinguish the defining elements of propaganda posters, but also how the use of color and catchy slogans o: effectively persuade a person toward to certain cause. | believe the examples | included were very effective in demonstrating the beliefs anc needs of the time. | was able to use examples ranging from the normal propaganda posters, cartoons created on the battle front, and even training videos and humorous videos demonstrating the dangers of the German and Japanese forces. | was also able to teach the students that the use of familiar movie actors and characters create higher motivation levels forthe people onthe homefront to get involved inthe war One area feel | could improve on would be to have students find their own example: of propaganda posters from both the time and present-day; after they had located the examples of propaganda, | would have them explain what elements they found that made them prime examples of propaganda and the needs of the time. | feel this$0 ey eI ; Basic : tranvy 4 s Tie) Mee / ~ a vacaton -JONALD DUCK ©a at mA aul ee—<— s << Save Old Kitchen 0%Common Lesson Plan Teacher Candidate: Melinda Quade Cooperating Teacher: Mr. Fast, Wilmot High School Grade Level: 11" grade Subject: United States history Date: March 29-31, 2016 Common Core/State Standard( K-12.H.4 Students will identify and evaluate the causes and effects of past, current and potential events, issues an problems © 9-12.H.4.9 Explain the causes, events, and consequences of the Second World War including issues at home abroad. (Courses: Modern, Comprehensive) K-12.H.4 Students will identify and evaluate the causes and effects of past, current and potential events, issues an problems. © _9-12.H.4.3 Analyze multiple and complex causes and effects of events of WWil Learning Objective(s): Students will be able to..(SWBAT) Students ll be able to distinguish how WW Il spread across the map by filling out a reading guide Students will be able to determine how certain circumstances caused Germany to lose momentum, while Japan's po continued to rise. Students will be able to visualize how far WW Il was from their hometown through the use of an arrow activity entit! “Where in the World was WW I?" Planning Rationale: Describe how this lesson is developmentally appropriate: What s| ls and content are needed to master the lesson objective(s)? © Inorder for students to fully comprehend the goals of this lesson, they will review how Germany rose to pow through certain economic conditions along with the rise of the dictator, Hitler; they will then rela how it built on Germany's aggression and rapid movement across the globe. Students will also need to revic influence on American entrance into WW Il and how Pearl Harbor gave Japan the advantage at first during the war in the Pacific. How is this objective relevant to students, the lives, and/or the real world? + This lesson is relevant to the lives of the students and the world they live in because it describes the beginnings of the last world war America was involved in. This lesson describes the fact that even though these events were happening clear across the globe, they were still actions that made America and the rest of the world fearful because no one knew if their country would be the next target. Through this lesson, students can compare how far soldiers during WW II were deployed with how far soldiers today are deployed * Along with this, many of the students have family members who were involved in the military, so they know how it feels to go long periods of time without seeing their loved ones. | will also emphasize that the arrow activity they will complete later on will reflect that families during WW Il also created timelines or maps to follow where their loved one was stationed during WW tI What types of instructional strategies will you use to deliver the content? © Taking the answers received through the pre-assessment in mind, | will deliver the new material through a lecture-based format using a PowerPoint presentation. | will further describe each slide as well as assess student understanding throughout the lecture by asking questions to individual students about the material © After the lecture, | will pass out blank arrows along with the arrow assignment to each student. Each arrow w be labeled with a certain place or battle that was significant to WW I. It will be their job to give a brief description about how each place or battle was significant to the war. They will then need to calculate how many miles its from Wilmot, SD (our hometown} to the certain location specified on the arrow. After the arrows have been filled out, we will then discuss and assemble the arrows to make @ type of map that demonstrates to the students how far WW II stretched across the globe. How does your lesson reflect educational theories/theorists? According to Piaget, students aged 11 and up are in his Formal Operational stage. In this phase of life, students are able to think hypothetically and theoretically, plang ideas into perspective and applying‘them to real life situations. In other words, students are able to take the concepts associated with deciphering primary documents and can apply them to the other readings they may encounter. For this particular lesson, students will be able to use their critical thinking skills to understand how the economic situation and desperation of a nation can lead to the rise of dictators along with how the attack on Pearl Harbor led to Japan's advantage over the United States during the war in the Pacific. » My lesson also relates to Vygotsky's theory of scaffolding. The idea of this theory includes the teacher giving the students guidelines to follow and then guiding them through the initial process. Gradually, the teacher steps back to allow the students to work independently. For this particular lesson, | will work with the students as we discuss the rapid movement of the Germans as well as the fighting methods of th Japanese; the students will then take the lesson one step further by individually researching particular battles or places related to WW Il Pre-Assessment ¥ Before | begin the lesson, | will have the students review what caused the rapid German aggression along with ho’ events such as the attack on Pearl Harbor caused the Japanese to have the upper hand over the Americans during the war in the pacific. | will then have the students predict what it would be lke for the Americans to fight overse: particularly looking at the advantages and disadvantage s of fighting so far from home and on unfamiliar grounds. Assessment, Y Periodically throughout the lesson, | will ask individual students questions about the lesson to assess their understanding. After discussing the reading guide, | will give each student an arrow to fill out and go into greater detail about their particular battle or place. Post-Assessment Y Students will be assessed by their completion and discussion of the arrows during our discussion activity. ¥_The students will also have a final assessment in the form of a unit test at the end of the uni Key Vocabulary: Technology needed: + Siege ‘© One-to-one laptops for the students to complete their arrow + Battle of Stalingrad research * Battle of the Atlantic Other required material + Battle of Midway Copies ofthe reading guide WW Il Across the Map * Island hopping ‘Copies of the Where in the World was WW II? assignment + Kamikaze © Copies of the arrows and shapes labeled with particular place: * Bataan Death March + and battles ‘©The textbook Human Legacy ‘Accommodations: ¥ Accommodations will be made based on student needs and IEPs. The lesson can be altered as needed Lesson Plan Implementation Lesson Opening ¥ {will first open the lesson by asking how far America came during their attempt to mobilize for war; | will specifically ask how Americans prepared on the homefront. | will then ask students how they felt the fighting looked for Americans overseas, ¥ Iwill then state the lesson objectives: ‘Students will be able to distinguish how WW Il spread across the map by filing out a reading guid © Students will be able to determine how certain circumstances caused Germany to lose momentur while Japan’s power continued to rise. * Students will be able to visualize how far WW Il was from their hometown through the use of an arrow activity entitled “Where in the World was WW 112”. Instructional Input ” a ¥ Students will first begin by working independently on the WW II Across the Map reading guide. As ° they read the assigned sections, they are to fill ut the main points for each bubble on the guide 6 (Once they have finished their reading guides, we will then come together as a class to discuss the main elements of each significant battle or event described in each section. Y After the discussion, the students will work independently on the arrow project as described above.Guided Practice Y After discussing the reading guide, | will hand each student an arrow/ shape along with the Where in ‘the World was WW Il assignment sheet, They will be expected to give a summary of the place or battle and how itis significant to WW II; they will also need to give the mileage between their place and our hometown of Wilmot, SD. 8 3 Independent Practice Students will worker independently on their Where in the World Was WW II? Activity. will explain ‘to them that if they do not complete their assignment before the end of the period, it will be homework due the next day. You Do Lesson Closing Y During the last few minutes of class, | will bring the students together to discuss the reading guide as well as t progression of the German and Japanese forces and how America reacted to them. | will then remind them tc complete their arrow activity and then inquire if the students have any questions. | will then dismiss the class, Analyze 7 [really didn't know what to expect with the outcome of the arrow activity, so Twas very pleased with how it turne out. The students seemed to enjoy completing the activity, especially after they realized how far away some of these places were from Wilmot. Students were given credit not only for completing the arrow, but also for how detailed their battle/ place summary was on their arrow. The students performed very well on this assignment. Reflect 7 The discussions the students and I were able to have during this lesson astounded me! After completing the readi guide, the students were equipped with knowledge they would be able to apply to previously learned informatior for example, when asked why Japan had the better advantage during the war in the pacific, students answered wi Pearl Harbor as well as the idea that America was fighting further from home and was therefore at a disadvantage Y Iwas also very pleased with the arrow activity. Students were able to take their knowledge gained from the readi guide and then take it one step further by describing a particular place or battle in greater detail. The activity allowed students to picture that even though Wilmot is usually thought of as “off the beaten path,” it was still included in WW II because of loved ones stationed all around the world; one student was even able to bring in a personal story about his great grandfather and his involvement in the Battle of the Bulge. One improvement | would add to the lesson includes the assembly of the arrows. Due to a lack of needed materia I merely taped the arrows on the board as we discussed them; as a result, it was hard for the students to distingui which direction each place would be from Wilmot. To improve this, | would have a wooden post standing in the front of the room and then have the students cut out the arrows and then attach them to the post; this would better help the students to visualize the direction of the places we werea, Where in the World was WW II? Arrow Activity | 3 eA SB aC oD uF‘Where in the world was WW II? ‘The events of WW II occurred everywhere, but how did it compare to the location of | ‘Wilmot, SD? Itis your job to fill out the arrow labeled with a specific battle/place with a brief | summary and total miles it is from Wilmot to the site. Based on the battle you were given, use your book (pages given), class notes, or articles given in class to fill out your arrow; you will summarize the battle/place in no more than 50 -75 words-essentially, you want to state the significance and aftermath of each battle/place. Along with the summary, you will use google to figure out the mileage between Wilmot and the site. Upon completion, we will review your finished arrows in class then assemble it for a glance as to how far the war stretched away from our litde state. You arrow/ shape should follow these guidelines: Battle Name ‘Total miles: Summary:Name: Pages 446-452 WW Il Across the Map Give the Who, What, Where, When, and if possible, the why of each battle or event. ON \ oo \ 7 Battle of Coral Sea (| send Hopping: Bate of Guadalcanal | ) Battle of Midway \Name Pages 446-452 WW Il Across the Map Give the Who, What, Where, When, and if possible, the why of each battle or event. \ ——ESE, Battle of Stalingrad Battle of the Atlantic North Africa \ ———— ff The Alllies and North Africa, >Common Lesson Plan Teacher Candidate: Melinda Quade Cooperating Teacher: Mr. Fast, Wilmot High School Grade Level: 11" grade Subject: United States History Date: April 1-7 (There was a movie viewing involved) Common Core/State Standard(: Learning Objectivet: K-12.H.4 Students will identify and evaluate the causes and effects of past, current and potential events, issues and problems © 9-12.H.4.9 Explain the causes, events, and consequences of the Second World War including issues at home and abroad. (Courses: Modern, Comprehensive) K-12.H.3 Students will analyze and evaluate historical events from multiple perspectives (© 9-12.H.3.1 Analyze the ways in which the perspectives of those writing history shaped the history they produced in relation to exploration, imperialism, and expansion K-12.H.4 Students will identify and evaluate the causes and effects of past, current and potential events, issues and problems. © 9:12.H.4.2 Evaluate how economic conditions were shaped by the unique circumstances of the time and place 9-12.H.4.3 Analyze multiple and complex causes and effects of events of WWII K-12.H.4 Students will identify and evaluate the causes and effects of past, current and potential events, issues and problems © 9-12.H.4.3 Analyze multiple and complex causes and effects of events of WWII }: Students will be able to...(SWBAT) Students will be able to draw conclusions about how the economic state of Germany after WW | eventually led to the mass genocide of the Jewish population, Students will be able to create a response paper based on information from the lecture as well as from watching the movie The Boy in Striped Pajamas. Rational :: Describe how this lesson is developmentally appropriate: ‘+ What skills and content are needed to master the lesson objective(s)? © In order for students to fully comprehend the goals of this lesson, we will review what Germany looked like after WW I and how it led to the rise of the dictator, Hitler. We will discuss how Hitler blamed the Jewish population for Germany's loss in WW I and how it led ‘to the Nuremburg Laws, deportation of Jewish people, ghettos, concentration camps, and the Holocaust itself. After learning the lecture, we will take the new information and apply it to the viewing of the movie The Boy in Striped Pajamas. + How is this objective relevant to students, their lives, and/or the real world? * This lesson is relevant to students’ lives and the real world because America committed similar actions after the Japanese bombed Pear! Harbor; America feared the Japanese people living in America because they didn’t know if these Japanese people would repeat what happened at Pearl Harbor. Along with this, America also committed genocide against the Native Americans due to the mass movement of the tribes from their land Besides just past events, students can also relate the mass genocide of Jews with the mass ‘genocide of Christians being killed by ISIS in the Middle East. ‘© What types of instructional strategies will you use to deliver the content? Taking the answers received through the pre-assessment in mind, 1 will deliver the new material through a lecture-based format using a PowerPoint presentation. | will further describe each slide as well as assess student understanding throughout the lecture by asking questions to individual students about the materialLesson Plan * after the lecture, we will be taking three days of class time to watch and discuss the movie The Boy in Striped Pajamas. As we watch the movie, the students will need to take notes in order to complete the response assignment due after we have completed the movie. ‘* How does your lesson reflect educational theories/theorists? * According to Piaget, students aged 11 and up are in his Formal Operational stage. in this phase of life, students are able to think hypothetically and theoretically, placing ideas into perspective and applying them to real ife situations. in other words, students are able to take the concepts associated with deciphering primary documents and can apply them to the other readings they may encounter. For this particular lesson, students will be able to use their critical thinking skills to understand how the economic situation and desperation of a nation can lead to the rise of dictators as well as the mass execution of a group of people. = Mylesson also relates to Vygotsky's theory of scaffolding. The idea of this theory includes the teacher giving the students guidelines to follow and then guiding them through the initial process. Gradually, the teacher steps back to allow the students to work independently. For this particular lesson, | will work with the students as we discuss the rapid movement of the Germans as well as how their aggression led to the cruel treatment of the Jewish population. | will then step back as we watch and discuss The Boy in Striped Pajamas; later, the students will work independently to create a response paper about how the movie relates to the occurrences and beliefs of the time period. Pre-Assessment ~ * Before I begin the lesson, | will sk the student to define elimination. | will then ask them to explain why someone would want to eliminate something else. After this | wll ask the students to define genocide. Finally, | will explain that we will be discussing the mass elimination, or genocide, of the Jewish population in Germany. Assessment ‘© Periodically throughout the lesson, | will ask individual students questions about the lesson to assess their understanding, After the lecture, | will move into a viewing, discussion, and then the writing of a response paper about the movie The Boy in Striped Pajamas. Post-Assessment ‘+ The students will be assessed by their class discussions and final response papers about the movie. The students will have a final assessment in the form of a unit test at the end of the unit. Key Vocabulary: Technology needed: Aryan ‘+ Alaptop and projector to play the Power * Nuremburg Laws Point presentation lecture and the movie + Ghetto * One-to-one computers for students to take + Concentration camp notes on © Holocaust The movie The Boy in Striped Pajamas © Anti-Semitism Other required materials: + Liberated Copies of The Boy in Striped Pajamas response paper assignment ‘Accommodations: Y Accommodations will be made based on student needs and IEPs, The lesson can be altered as needed, Implementati on Lesson Opening: Y Lill open the lesson by asking why a country would want to eliminate an entire group of people, specifically Germany. | will then ask if itis possible, through the persuasion of a great dictator, to hide a mass genocide from an entire nation. Y will then state the lesson objectives: * Students will be able to draw conclusions about how the economic state of Germany after WW | eventually ed to the mass genocide of the Jewish population._ = Students will be able to create a response paper based on information from the _lecture as well as from watching the movie The Boy in Striped Pajamas. Instructional Input ¥ {will begin the PowerPoint presentation by first describing what reviewing how Germany . looked after WW I; | will look specifically at who Germany blamed as well as reasoning behind 8 why Germany blamed this particular group of people. As the lesson continues, we will = gradually build upon how German aggression continued to rise against the Jewish people. We will then move into concentration camps and the conditions Jewish people were forced to live in, Finally, we will discuss the world’s reaction, especially America’s, to the incident as well as the impact it had on the Jewish people after the war. Guided Practice | ~ After assessing ifthe students understand the material covered in the PowerPoint I presentation, will pass out the assignment sheet for the movie response paper. AS a class, we 5 will then watch the movie The Boy in Striped Pajamas (this process should take no more than three days) _ Independent Practice 8 | 7 after completing the movie, we will come together to discuss the movie and brainstorm ways & to create the response paper. Students will then be assigned to create their response paper. Lesson Closing Y Inthe last few minutes, if time allows, | will bring the article discussions to serve as an entire class discussion. 1 will have the students review how the how the Jewish people came to be hated and how they started to be mistreated. | will also have them connect the Holocaust with examples demonstrated in The Boy in Striped Pajamas. Finally, | will ask if there are any questions and then | will dismiss the class. Analyze Reflect Y The discussion these students were able to stir up from the lecture and The Boy in Striped Pajamas was phenomenal, and their knowledge was accentuated even more within their response papers. Aside from the fact that a few of the students didn’t turn in the assignment or handed it in late, | felt the students did an excellent job proving their point by using thorough examples from both the movie and the lecture, Y felt my content knowledge and my ability to tie in examples from events today generated an excellent discussion among my students. Giving present-day examples gave the students not only something to visualize, but also a way to relate to what was happening during the 1940s because of fear and ignorance. Along with this, the use of my content knowledge and PowerPoint presentation generated a thorough lesson. Y Another area | was impressed with included my movie example. Students can read articles or hear stories, but until they are able to visualize what is going on, they may not fully grasp the content. | felt my choice with The Boy in Striped Pajamas effectively and accurately demonstrated the viewpoints and distresses of the time. Along with this, my response paper assignment allowed the students to tie in information from the movie as ‘well as lecture in order to create a thorough response paper. Y One item | would change about my lesson would be to add to the response paper assignment. | was very impressed with what the students wrote and their choice of words; however, | wish | would've been able to hear the emotion in their voices as they were discussing the material. To accomplish this, | would not only have the students write a paper, but also have them record themselves reading it out loud in order to hear their emotions when discussing the topic; by doing this, | feel the students can reach a whole new level of connection.Boy in Striped Pajamas Response Paper Assignment A =A 8B aC =D oFName: ‘The Boy in Striped Pajamas response assignment: ‘The movie, The Boy in Striped Paiunas, provides a new window of perspectives about the Holocaust through the simple visions of an 8-year-old boy. As you watch the movie, ponder the questions given below. Using, the movie and information from lecture, form a one-page, double-spai questions; be sure to support your reasoning using the resources stated above. This response paper will be due Monday, April LL. This paper, taking into consideration how thorough your responses are and your use of ‘examples from the lecture and movie, along with your participation and discussion of the movie, will be worth 40, points. I'you use any other sources besides the lecture and the movie, please cite the source using MLA formatting; please create a bibliography at the end of the paper and paste your citation there. Do your best with spelling and grammar. As always, if you have questions, please ask Ms. Quade! 1). Throughout the movie, we are lollowing Bruno through his adventures first with his outdoor surroundings, and then gradually moving into his encounters with Jewish POWs as well as the growing power of the Nazis even within his own family. How can a story be told differently through the eyes of a child over an adult? What aspects might an adult leave out when retelling a story? What details do children focus on, specifically Bruno, versus what details adults tend to focus on? -d response paper answering the given ion of Nazi fhe role of Bruno and his sister Gretel’s sister is a prime example of the brainwashing persua yy during the war. How was Hitler essentially gaining control of Germany through the children in this did you notice any Nazi propaganda? How did Bruno and Gretel’s childlike innocence diminish as the move went on-how did the concerns of Bruno compare with the goals of Gretel towards the end of the movie? ). As Bruno’s mother le: nis about the true use of crematoriums and just how close they are (o her home, she breaks down and appears to lose sanity as the movie goes on; it almost appeared as if she had no idea as to what was going on, despite the fact that her husband was part of the Nazi Memorial Museum website through the link below and read the article about Nazi propaganda deceiving the public: hitps://www.ushmm.org/wle/en/article,php?Moduleld~10007822. tary. Visit the United States Holocaust Based on what you had seen in the movie and read from the article, is it possible for a population to be unaware of the mass genocide occurring in their own nation; how could this be accomplished? What could the persuasion of the dictator have to do with it® Along with Bruno's mother, do you believe his father was brainwashed into Do you think the ending of the movie believing he was assisting in necessary actions to “protect the Germans’ ‘would be enough to snap him back into reality?ee EES Common Lesson Plan Teacher Candidate: Melinda Quade Cooperating Teacher: Mr. Fast, Wilmot High School Grade Level: 11"* Grade Subject: United States history Date: April 8 and 11, 2016 Common Core/State Standard( + K-12.H.4 Students will identify and evaluate the causes and effects of past, current and potential events, tues and problems © 9:12.H.4.9 Explain the causes, events, and consequences of the Second World War including issues at home and abroad. Learning Objective(s): Students will be able to..(SWBAT) + Students will be able to determine German surrender as well as the end of the Japanese fight by filling out a reading guide. * Students will be able to understand how the Japanese tradition of fighting to the death led to the creation and implementation of the atomic bomb. Rationale: Describe how this lesson is developmentally appropriate: (0 What skills and content are needed to master the lesson objective(s)? (© Inorder to master the objectives, students will need to review German aggression and rapid movement as well as how Japan had the advantage over the Americans along with their tradition of fighting to the death, Students will then read about battles and events at Normandy, Leningrad, Berlin, Okinawa, Hiroshima, and Nagasaki. Students will then learn about how Japan’s refusal led to the creation and implementation of the atomic bomb. 0. How is this objective relevant to students, their lives, and/or the real world? © The objectives are related to the students’ lives because it teaches them the struggle the entire world went through in order to bring WW II to an end. This lesson emphasizes the fact that the atomic bomb and the fascist forces introduced a whole new fear to American citizens. | will then further describe that these fears relate to the fears we have today over Communism, terrorism, and the hydrogen bomb. (1. What types of instructional strategies will you use to deliver the content? © The lesson will first be student-led as the students will work independently to fill out their reading guide about the final battles of WW Il, We will then come together as a class to discuss the guides. The lesson will then move into a lecture-based format where | will describe Germany's surrender, Japan's kamikaze approach, the race against Germany to be the first to create the atomic bomb, and finally the dropping of the bombs and Japan’s surrender. [How does your lesson reflect educational theories/theorists? ‘© This lesson reflects the ideas of Bloom's Taxonomy and his knowledge about how students learn and comprehend information, Every part of this lesson incorporates steps of his taxonomy. First, the students will be gaining the initial information and then discussing it with their group members. Upon further analyzing, the students will then be able to organize the information and then present the concept to their fellow classmates. Once every group has presented, the entire class can have a discussion in order to find how each of these events played a crucial role in American entrance into the war and how they affected the fighting later on. (© This lesson also incorporates Vygotsky's zone of proximal development and cooperative learning. Many students may come into this lesson without any knowledge about this subject, but they may be perfectly capable of doing so when they can hear the thoughts of their classmates through class discussions. By participating in class discussions, students will be able to gain more knowledge of the content and a newfound way to relay information, thus moving them into a new zone of proximal development. Planning °Pre-Assessment (Lil frst assess the students by asking them how they feel Germany was going to surrender after all of the successes they had previously fighting in the war. | will also ask the students how America could hope to defeat Japan if they continued to sacrifice their men by fighting to the death, Assessment 1D Throughout the lesson, { will call on individual students and ask them questions about what had been discussed during the lesson; these questions will be designed to further their critical thinking skills. Post-Assessment 1D Students will be evaluated at the end of the unit with a unit test. Key Vocabulan ‘Technology needed: Siege of Leningrad 1) PowerPoint presentation will be used for Normandy presenting the lesson. VE Day 1D Onetto-one computers for the students to Vi Day take notes on. two Jima Other required materials: Battle of Okinawa (Printed copies of the End of WW II reading Atomic Bornb Buide Manhattan Project (The textbook Human Legacy t 2 t t I t 5 t (0 “Fat Man" and “Little Boy” [ 5 oO Hiroshima and Nagasaki Radiation poisoning Yalta Conference United Nations ‘Accommodation: 1D. Accommodations will be made based on student needs and IEPs. The lesson can be altered as needed, Lesson Plan Implementation Lesson Opening: ¥ {will open the lesson by having the students predict how both Germany and Japan will reach their doom and pull out of WW tl. will then ask them how an atomic bomb could possibly force a country to change their ways. Y Iwill then state the objectives: ¥ Students will be able to determine German surrender as well as the end of the Japanese fight by filing out a reading guide. Y Students will be able to understand how the Japanese tradition of fighting to the death led to the creation and implementation of the atomic bomb. Instructional Input — ~ (GI will frst hand out the reading guides and instruct the students to use their books to fill out the boxes about the key battles and ideas. (Upon their completion of the reading guide, we will come together as a class to discuss the events, We will then transition into the PowerPoint presentation to finish up the end of the war and the WW Il unit. Guided Practice (1 Students will fill out their reading guide at the beginning of the hour. As we move through the lesson, we will use the material learned in the reading guide as well and information from the lecture to promote a discussion about the end of the war. Independent Practice [1 Students will be expected to work independently on the reading guide before we discuss it as a class. f the students do not finish the guide, it will be homework due the next day;,Lesson Closing v Before the end of the lesson, | wll have the students describe the importance of battles and events such as the Siege of Leningrad, Battle of Okinawa, lwo Jima, Nagasaki, Hiroshima, and the race to complete the atomic bomb, etc. | will have the students review why it was necessary to even have the atomic bomb. We will then review terms such as VE Day, VJ Day, the Yalta Conference, and the United Nations. After the review, | will remind the students to have their reading guides completed by the next day. | will then ask if there are any questions and | will dismiss the class. Analyze Reflect thought the students did wll in filling out the reading guide in great detail. By filling out the who, what, where, when, and why of each place or event, students were able to have pre- knowledge about the subject. This knowledge then led to better class discussion and understanding of the material. The students did well. ‘After my lesson, | was very glad that | had the students complete the reading guide about the | major battles and events before we began the lesson, This not only gave the students a better grasp of the information as it was being discussed in the lesson, but also a better way to discuss and be involved in the lesson plan itself L was also pleased with my knowledge of the atomic bomb and my ability to explain it to the students. | also liked the information | included about the drastic measures the United States needed to take in order to stop the Japanese forces. Along with this, | felt | did well in wrapping all of the information together by describing the consequences the bombs had and still have on Japan today, such as radiation poisoning, as well as the fear we have of hydrogen bombs today. One change I would make to my lesson would be to include a video that showed how the atomic bomb was created along with the aftermath it left on Japan. | had a video in mind, but was unable to access it for unknown reasons. | feel finding an alternate video and showing it to my students would help them visualize the destruction of the cities as well as the desperation of America to take any measures needed to end the war.Name: WW II Study Guide Rise of Dictatorships notes: 1). What were two characteristics Japan, Russia, Italy, and Germany shared after WW II? 2). Japan wanted a unified government while also demonstrating their growing power. Who did they ‘want to run the government in order to accomplish this? 3). Who were the dictators of the following countries: = Italy © Russia: © Germany: 4). Define the following terms: © Fascism: © Dictatorship © Totalitarianism: © Purge: 5). What were the two totalitarianism schemes Stalin issued upon the Soviet Union? What did they ‘mean, and what would happen to anyone who didn’t follow them? 6). How did the dictators of italy, Russia, and Germany utilize propaganda posters? What did these posters demonstrate/exemplify? |. “When one controls the children, they control the nation. .." What does this phrase mean? How was it implemented within totalitarian governing systems? 8). List three descriptions of how Germany looked after WW Il 9). Germany's financial existence was next to none. What were people using money for? Why?10). What party did Hitler join? 11), Describe Hitler’s public image and public speaking abilities. What role did this play in his power? German Aggression reading guide: 12). Who was Hitler's first target? 13). What is appeasement? What two countries practiced this? 14), What three countries formed the axis powers? 15). What did the Nazi army issue with the Soviet Union in 1939? What did it mean? 16). Hitler later issued a blitzkrieg assault on Poland. What does this entail? 17). Before American entrance into the war, what nations made up the allied powers? 18). Describe the German attacks at Ardennes and during the Battle of Britain. ‘American Entrance into WW I notes: 19). What did Charles Lindbergh advise about American involvement in WW II? Why did he fee! this way? 20). America practiced this idea in order to stay out of the war? What was the reasoning behind this? 21). Describe each of the following ways America was involved in the war without actually fighting: ‘© Neutrality Act: © Cash-and-Carry Policy:© Lend-Lease Act: 22). FOR viewed the war as an illness that needed to be stopped quickly. What did he come up with to do this? 23), What event occurred on December 7, 1941? What did this mean for the United States? Mobilizing for War notes: 24). Who was the Army Chief of Staff at this time and what role did he play within the war effort? ideos like “Donald Duck Goes 25). What was the draft? How many new recruits did we gain? How to War” describe the draft and military service in general? 26). Factories were transformed into WW II production headquarters during this time and everything, such as ships, were labeled with liberty (for example Liberty Ships). What role did this title play in the war effort? 27). Know the roles of the: ‘* War Production Board : * Office of War Information: 28). Define rationing. What types of items were rationed? 2), What did the government create to ensure that everyone complied with rationing? 30). Besides fighting and rationing, how else were people involved in the war effort? 31). What did people buy to “invest in the war effort”? What was the purpose of these purchases?32). What di ‘mean if a person placed a gold star in their window? How about a blue one? The Fight for Equality on the Homefront notes: 33). During the war, women often worked in factories doing men’s work. Who was the iconic image women looked to in order to demonstrate their power? 34). Know the difference between the: © WAGs: © WAVES: = WASPs: 35). What positions did African Americans take within the war effort? What did they face? 36). What was Executive Order 9066? 37). Define Japanese internment. What triggered this? 38). How were Native Americans involved in WW II? Hollywood Goes to War notes: 39). What is propaganda? 40). What does FDR's phrase “Each word an American utters either helps or hurts the war effort” mean? 41). What were some characteristics of propaganda posters, cartoons, and training videos?42). Describe the roles of: © Emie Pyle: © Bill Mauldin © Dr.Seuss: ‘WW Il Across the Map reading guide: 43). Describe the Siege of Leningrad: 44), The Bataan Death March proved to be a major blow to Ameri at first? . How did Japan have the advantage 45). What was the importance and the outcome of the Battle of Midway? 46). How does island hopping work? How is it important? 47). The Americans were both frustrated and nervous about Japanese fighting methods. Why? ‘The Holocaust and Boy in Striped Pajamas notes and discussion: 48). Who was to blame for Germany's loss after WW I? 49). Know the definitions of: oa jemitism: © Nuremberg Laws: © Aryan: * “Final Solution”: * Ghetto:50). Besides heavy labor, what other purposes did concentration camps serve? 51). How does the United States provide assistance to the Jewish people in 1944? 52). Keep in mind how Bruno, Gretel, and Bruno’s parents reacted and defined Hitler’s power and the treatment of Jewish people. 53). What was the outcome of the D-Day invasion on June 6, 19447 '54). What did the Soviet Union discover when they reached Berlin in April of 1945? What was the outcome? 55). What is VE Day vs VI Day? 56). Why were Americans originally so anxious to create the Atomic Bomb? How did their thinking change in 1945 (who are we still fighting at this time)? 57). What were the two bombs dropped and what were their locations? 58). When did Japan surrender? 59). What was the purpose of the Yalta Conference? Who was there? 60). Why was the United Nations created? Who were some of the nations involved?Name: Ww II Unit Test True or False: Write Tif true, and F if false (2 points each). ___1). Russia, Japan, Italy, and Germany were all in severe economic depressions after WW |. _____2). Charles Lindbergh promoted American entrance into WW II because of their airplanes were far superior to Germany's. 3). During WW II, women, Hispanic Americans, African Americans, and Japanese Americans all faced hardships despite thelr efforts for the war effort. 4), Native Americans were not allowed to serve in the military during WW Il 5). The first reason America became involved in building the atomic bomb was because ion of one. Japan was near compl Matching: Put the letter that exhibits the best answer on the line (2 points each). 6). Who was Hitler's first target as he was expanding his power? A). Britain 8B). France ©). Czechosiovakia D). Austria 7). What party was Hitler involved in? A). German National Congress 8B). Communist Party C). National Socialist (Nazi Party) 8). Who was the American Army Chief of Staff in 1941; he assisted in the training and supply distribution of the soldiers. A). George C. Marshall B). Ernie Pyle ©). Henry Kaiser D). William Knudson 9). Who became Code Talkers for the United States Army? A). African Americans 8B). Hispanic Americans ©). Native Americans D). Japanese Americans _____10). According to Hitler, Aryans were the superior race. What did this race look like? AA). Red hair, green eyes B). Blue eyes, brown hair €). Brown hair, brown eyes D). Blonde hair, blue eyes11), Why were Americans so frustrated and fearful of Japanese fighting methods? A). Japan fought to the death B). Japan had Kamikaze (suicide bombers) ©). Japan used the tactic “island hopping” D). Both A and B 42). After WW |, the Japanese had a great mistrust of the government. They then looked to this in order to govern their country: A). The military 8B). A Communist government ). Royal families D). Ademocracy _ 33). After WW |, Germany's financial state was next to none. What were the German people using stacks of money for? A). Wallpaper B), Fuel for furnaces ). Building block toys for children ). Allof the above 14). Great Britain and France didn’t do much when it came to stopping German progression, Instead, they practiced giving into aggressive demands to keep peace? A). Isolationism B). Appeasement. ©). Anti-Semitism D). Neutrality Act 15). This event that would “live in infamy” occurred on December 7, 1941: A). The attack on Pearl Harbor 8). Blitzkrieg, €). Battle of the Bulge D). Germany surrenders 16). In his Quarantine Speech of 1937, FDR referred to the war as what? A). A mean dog 8). An insect that should be squashed quickly ). A contagious disease that needed to be stopped fast). A bad dream we couldn’t wake from 17). Ifa family member placed a gold star in the window, what did it symbolize? A). The family member was in active military member _B). The family member had died in action 18). The United States had the advantage during this battle because they were able to crack lapan’s secret code that described every detail of the attack: A). Battle of the Bulge B). Battle of Midway €). Battle of the Coral Sea D). Battle of lwo Jima19). What did the Soviet Union discover when they reached Berlin in April of 1945? A). The city was empty B). There were no supplies left ). Hitler had killed himself D). They never reached Berlin 20). This was the iconic image that represented women working in factories: A). Betty the Builder 8B). SNAFU ©). Donald Duck D). Donald Duck ___21). What caused America to place the Japanese population into internment camps? A). Fear after the Pearl Harbor attacks 8B). They wanted to copy Germany's anti- Semitism C). The Japanese refused to help with the war effort 22). What was the purpose of the WASPs (Women’s Airforce Service Pilots]? A). Worked in the navy in things like clerical duties B). Women tested and transported planes €). Women could be ranking members of the military}. Women worked in factories 23). Who was blamed for Germany's loss after WW I? A). Christians B). Aryans ©). Jewish people D). Mustims 24). This determined how Europe would look after WW I A). Versailles Treaty B). Yalta Conference €). United Nations 25). Where were the atomic bombs “Little Boy” and “Fat Man” dropped in 1945? A). Hiroshima 8). Okinawa ©). Nagasaki D). Both A and c ____26). What was the outcome of D-Day invasion on June 6, 1944? A) Japan surrendered B). Germany surrendered €). The allies regained much of lost French landMatching: Match the letter with the definition that best describes the term (2 points each). Rationing Propaganda BEN CMouldan "Final Solution” Totalitarianism Lend-Lease Act Office of War Information Blitzkrieg Dictatorship Neutrality Act A). American cartoonist and reporter who created “Billy and Joe” while overseas B). Maintaining absolute control over a government ). America refraining from fighting in the war or granting loans to countries at war D). Bias, over-the-top ideas to promote an idea or cause £). Limiting the amount of something a person can have F). Fast “lightning” attacks in air and on land that Germany issues against Poland and Great Britain G). USA sending weapons to Great Britain without receiving payment H). Government controls the thoughts, feelings, and actions of a country’s people 1). German plan for the mass execution of the Jews 4), American institution that censored government information and created videos and posters throughout the war 27). Who were the dictators in the following countries (3 points): Italy: Russia: Germany:Essay: Please answer the following using COMPLETE sentences. 28). What was the draft? How did videos like “Donald Duck Goes to War” and other propaganda posters describe the draft and military service in general (4 points)? 28). Dictators, like Hitler, believed, “When one controls the children, they control the nation. . .” What does this phrase mean? How did we see this in both totalitarian governments as well as The Boy in Striped Pajamas (4 points)? 30). How did financial situations along with the aftermath of WW I contribute to the rise of dictators in Italy, Russia, and Germany (3 points).