Goals and Objectives
Goals:Students will understand the various Acts passed by congress to prevent any trade with countries on war
Students will analyze the Four Freedom Speech.
Objectives:
Students will examine the Tripartite Pact, Neutrality Acts of 1939 passed by congress and the Four Freedom Speech addressed by FDR before the U.S. joined the War.
Students will debate if based on the Tripartite Pact, Neutrality acts and the Four Freedom Speech the U.S. made the appropriate decision to help the Allies.
Students will analyze the Four Freedom Speech.
Objectives:
Students will examine the Tripartite Pact, Neutrality Acts of 1939 passed by congress and the Four Freedom Speech addressed by FDR before the U.S. joined the War.
Students will debate if based on the Tripartite Pact, Neutrality acts and the Four Freedom Speech the U.S. made the appropriate decision to help the Allies.
California State Content Standards
11.7 Students analyze America’s participation in World War II.
4. Analyze Roosevelt’s foreign policy during World War II (e.g., Four Freedoms speech).
4. Analyze Roosevelt’s foreign policy during World War II (e.g., Four Freedoms speech).
Common Core Literacy Standards
CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
Driving Historical Question
What type of Acts did the U.S. pass to prevent any affiliation with the War?
Did the U.S. make the right decision to help the Allies with materials and weapons for the war?
Did the U.S. make the right decision to help the Allies with materials and weapons for the war?
Lesson Instruction
Day 1: Students will answer the war-up question:
Have you ever tried to stay away from am conflict, but still had to provide your help to solve the problem? Explain your answer.
The warm up question will be an introduction to the topic f the day. Students will be able to understand that the U.S. also faced the same conflict. They passed numerous Acts to stop any affiliation with the countries at War, but they still provided assistance to Great Britain.
Students will take two minutes to answers the question and then students will share with the class their answer.
Day 2: Students will be asked to examine a political carton about the role of the U.S. during WWII. Students will answer three questions.
1. Make a list of everything you see?
2. What message is the author trying to convey?
3. What does this image tell you about the U.S. and the war?
Students will take two minutes to answer the questions. They will then be asked to share their responses with an elbow partner (person sitting next to them). Finally, the teacher will select three students from the Spin app, which is an app that has all the students names and it selects any random student to share their information with the class.
Have you ever tried to stay away from am conflict, but still had to provide your help to solve the problem? Explain your answer.
The warm up question will be an introduction to the topic f the day. Students will be able to understand that the U.S. also faced the same conflict. They passed numerous Acts to stop any affiliation with the countries at War, but they still provided assistance to Great Britain.
Students will take two minutes to answers the question and then students will share with the class their answer.
Day 2: Students will be asked to examine a political carton about the role of the U.S. during WWII. Students will answer three questions.
1. Make a list of everything you see?
2. What message is the author trying to convey?
3. What does this image tell you about the U.S. and the war?
Students will take two minutes to answer the questions. They will then be asked to share their responses with an elbow partner (person sitting next to them). Finally, the teacher will select three students from the Spin app, which is an app that has all the students names and it selects any random student to share their information with the class.
Day 2: Warm-Up
Vocabulary
Vocabulary terms will be discussed on the PowerPoint, Teacher will also provide definition for all words.
Axis powers
Lend-Lease Act
Atlantic Charter
Allies
Neutrality Act
Four Freedom Speech
Tripartite Pact
Axis powers
Lend-Lease Act
Atlantic Charter
Allies
Neutrality Act
Four Freedom Speech
Tripartite Pact
Content Delivery
Day 1: Students will take guided Cornell Notes on the lecture on American Moves to War. The lecture will consist of slides that will discuss the various steps the U.S. took to stay neutral from the War.
Slide one: Will discuss the U.S. moving away from neutrality. Introduce the “Cash-and-and carry” Act. Where the U.S. will allow nations in Europe to purchase weapons from the U.S. as long as they paid in cash.
Slide two: discusses the danger the axis power was presenting to the Allies nations.
Slide three: The Tripartite Act, allows the U.S. to stay out of the war. The axis could defend each other if they were attacked.
Slide four: Building a U.S. defense in case the Axis decide to attack the U.S.
Slide five: The Lend-Lease Act, the U.S. will lend or lease to Britain any supply they will need to fight the war.
Day 2:
The teacher will go over information that was discussed on yesterdays PowerPoint. The teacher will refresh student’s memory by bringing up the vocabulary terms.
Slide one: Will discuss the U.S. moving away from neutrality. Introduce the “Cash-and-and carry” Act. Where the U.S. will allow nations in Europe to purchase weapons from the U.S. as long as they paid in cash.
Slide two: discusses the danger the axis power was presenting to the Allies nations.
Slide three: The Tripartite Act, allows the U.S. to stay out of the war. The axis could defend each other if they were attacked.
Slide four: Building a U.S. defense in case the Axis decide to attack the U.S.
Slide five: The Lend-Lease Act, the U.S. will lend or lease to Britain any supply they will need to fight the war.
Day 2:
The teacher will go over information that was discussed on yesterdays PowerPoint. The teacher will refresh student’s memory by bringing up the vocabulary terms.
Day 1 Cornell Notes
Students Engagement
Day 1: Students will work with a partner to create a graphic organizer for each vocabulary term provided by the teacher during the lecture. The graphic organizer must have the vocabulary word, an image the student believes the vocabulary term may be or represent, a synonym of the word, the original sentence or definition of the word and the students own definition of the vocabulary term.
Round Group Discussion:
Day 2: Students will be introduced to three different primary sources. One will be the Tripartite Pact. The second document is the Neutrality Act of 1939, the last document is FDR’s Four Freedom Speech. The teacher will discuss on the PowerPoint students viewed yesterday to refresh their knowledge on the topic. Students will then be placed in groups of four. Students will be placed in heterogeneous groups so that all students are able to assist each other in meeting the lesson objectives.
Students will need to examine each piece of document, answer the questions provided on the document sheet. Students will need to read the document as a group, talk to the text, which means underline significant information, write notes on the side, circle unknown vocabulary. Students will be given 20 minutes to examine all three documents and to answer the questions provided on the document page.
After 20 minutes are over student will be asked to make a circle with their desk. Student will then engage in a Round Group discussion, where everyone must provide and answer to the questions asked, and to give a response to the driving historical question which is, Did the U.S. make the right decision to help the Allies with materials and weapons for the war?
After al students provided their ideas, or thoughts, the teacher will open the discussion to any student that wishes to further analyze the documents and for any debates.
Round Group Discussion:
Day 2: Students will be introduced to three different primary sources. One will be the Tripartite Pact. The second document is the Neutrality Act of 1939, the last document is FDR’s Four Freedom Speech. The teacher will discuss on the PowerPoint students viewed yesterday to refresh their knowledge on the topic. Students will then be placed in groups of four. Students will be placed in heterogeneous groups so that all students are able to assist each other in meeting the lesson objectives.
Students will need to examine each piece of document, answer the questions provided on the document sheet. Students will need to read the document as a group, talk to the text, which means underline significant information, write notes on the side, circle unknown vocabulary. Students will be given 20 minutes to examine all three documents and to answer the questions provided on the document page.
After 20 minutes are over student will be asked to make a circle with their desk. Student will then engage in a Round Group discussion, where everyone must provide and answer to the questions asked, and to give a response to the driving historical question which is, Did the U.S. make the right decision to help the Allies with materials and weapons for the war?
After al students provided their ideas, or thoughts, the teacher will open the discussion to any student that wishes to further analyze the documents and for any debates.
Day 1: Vocabulary Graphic Organizer |
Day 2: Document Analysis |
Lesson Closure
Day 1: Student will write an Exit slip to demonstrate their knowledge of the topic for the day. Students will be asked by the teacher to write what did the U.S. do to help the Allie and what did they do to stay out of the war?
Students will submit their Exit Slip to the teacher as they exit the classroom.
Day 2: Students will continue the Round Group Discussion, this will allow the teacher to ask questions regarding the assignment, and it will also allow students to ask questions and provide information about the topic.
Students will submit their Exit Slip to the teacher as they exit the classroom.
Day 2: Students will continue the Round Group Discussion, this will allow the teacher to ask questions regarding the assignment, and it will also allow students to ask questions and provide information about the topic.
Assessments
Formative Assessment: Students will be assesses as they work on their Cornell notes, Vocabulary graphic organizer, and the Round Group Discussion. The teacher will constantly ask students questions to check for understanding.
Summative Assessment: Students will submit an exit slip, which will assist the teacher to know is students were able to comprehend the material taught.
Summative Assessment: Students will submit an exit slip, which will assist the teacher to know is students were able to comprehend the material taught.
Accommodations for EL Students, Striving Students and Students with Special Needs
The lesson plan provides numerous accommodations for El Students, striving students and students with special needs. The warm up question and the political cartoon anticipatory set will allow students to discuss with a partner to further support each other with the assignment. The PowerPoint lecture consist of vocabulary terms that will be defined, it also consist of plenty of visuals to support information given. Students are asked to create a graphic organizer for each vocabulary term. Graphic organizers are great scaffolding for all students to comprehend information. The primary source group assignment is done in heterogeneous groups to have all students support each other with learning the information.
Resources
· PowerPoint
· Projector
· Cornell Notes sheet
· Primary Source Document worksheet
· Graphic Organizer worksheet
· Projector
· Cornell Notes sheet
· Primary Source Document worksheet
· Graphic Organizer worksheet