Goals and Objectives
Goals: Students will read the classroom textbook to examine the origins of U.S. participation in WWII.
Objectives: Students will read and create a foldable to examine the Attack on Pearl Harbor.
Objectives: Students will read and create a foldable to examine the Attack on Pearl Harbor.
California State Content Standards
Students analyze America’s participation in World War II.
1. Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor.
1. Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor.
Common Core Literacy Standards
CSS.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.WHST.11-12.2a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.WHST.11-12.2a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Driving Historical Question
What caused the U.S. to join the war?
Explain Theodore Roosevelt’s motives to join WWII?
Explain Theodore Roosevelt’s motives to join WWII?
Lesson Introduction
Students will be given a warm up question in the beginning of class to activate their prior schema. The question will be related to their own life so they can understand how we can compare our own experiences to historical events.
The question is: Have you or someone you know ever been purposely attacked either verbally or physically and you had no idea it was going to happen? Explain your answer.
students will take two minutes to answer the question. Once the two minutes are over they will take three minus to discuss with a partner what they wrote for an answer.
The question is: Have you or someone you know ever been purposely attacked either verbally or physically and you had no idea it was going to happen? Explain your answer.
students will take two minutes to answer the question. Once the two minutes are over they will take three minus to discuss with a partner what they wrote for an answer.
Vocabulary
All vocabulary words will be defined before the audio is played so students are not confused as they read along with the audio.
- Infamy
- Squadrons
- Oahu
- Diplomatic
- Torpedoed
- Hideki Tojo
Content delivery
Students will be asked to listen to an audio and read along a primary document provide by the teacher on President Roosevelt’s speech. The speech is being addressed to congress to declare war on Japan and to join the war. The teacher provided this document to introduce to students the outcome of the the attack on Pearl Harbor. Students will need to have an idea of what measures President Roosevelt took to punish those who attacked the U.S.
Student Engagement
the teacher will ask students to bring out their textbook The Americans: Reconstruction of the 21st Century. Students will be place be placed with partners, and they will be asked to read pg.554-557. Students will create a three layer foldable which will include the causes of the attack on Peal Harbor, the spark of the attack (what was the last thing that made Japan angry) and the causes of the attack. Students will get this information by reading the assigned pages and they will be able to also use the speech FDR gave to congress. Students must provide an image or a drawing on each of the flaps from the foldable to symbolize the cause, the spark and the effect.
Lesson Closure
Students will provide the teacher with a 3-2-1 slip. They must write down three important pacts they learned on the primary source, 2 ways in which they can identify with primary source and finally one question thy have on the article.
Assessments
Formative Assessment: Teacher will review and grade students foldable on The Attack oF Pearl Harbor to determine whether they were able to learn the material.
Summative Assessment: teacher will read the 3-2-1 slips to determine what students have learned and what they did not learn to go back and touch up on important information.
Summative Assessment: teacher will read the 3-2-1 slips to determine what students have learned and what they did not learn to go back and touch up on important information.
Accommodations for EL students and Students with special needs
All students including EL students will be given the vocabulary list in advance to know the terminology. Also all students will be provided with hand out of the primary source, as well as the audio will be provided so students can listen as they read along. These accommodations will assist EL Students and students with special needs to be involved in the learning activity. The foldable will be created with a partner. All students must create their own foldable, but will receive assistance of a partner to complete the foldable.
Resources
-http://historymatters.gmu.edu/d/5166/- Speech with audio
Textbook
Hand out of FDR speech
white paper for foldable
Markers
Computer
3-2-1 exit slip
Textbook
Hand out of FDR speech
white paper for foldable
Markers
Computer
3-2-1 exit slip