U.S Involvement in WWII

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U.S Involvement in WWII by Mind Map: U.S Involvement in WWII

1. U.S drops Atomic bombs in Hiroshima & Nagasaki

1.1. Content Objective: Students will be able to explain and identify why the U.S dropped atomic bombs in Hiroshima and Nagasaki. Learning Objective: In 3-4 sentences, students will be able to identify why the United States dropped the atomic bombs on Japan, and come to their own conclusions if they agree or disagree with this action. By the end of this lesson, students will be able to critically analyze three primary sources from 1945, about the atomic bomb on Hiroshima and Nagasaki and its consequences.

1.1.1. Formative Assessment: During this lesson, students will be assessed in entry level and progress monitoring assessments. They will first be assessed on their prior-knowledge of what ended the war between the U.S & Japan during WWII for a warm up question. During the lecture, students will then be assessed on their analysis of three primary source documents on their HIPPO handouts. Lastly, students will be assessed on their achievement of learning the content on their reflection question response. They will response to, "“Was it necessary for the United States to drop atomic bombs in the cities of Hiroshima & Nagasaki in Japan?” To support their response, students will need to use evidence from the primary sources they analyzed, the textbook or notes from the lecture. Students: Students will participate in responding to a warm up question at the beginning of the class period. This question will help access students prior knowledge. After this question, students will then watch a 4 minuet video on YouTube about the dropping of a atomic bomb on Hiroshima Students: During the lecture, students will be divided into groups of four and they will be required to analyze 3 primary sources. Two of the primary sources are documents, while the other is a short clip. For all three sources, students will work with their group on responding to the questions on their HIPPO handout, which asks specific questions about their primary sources. Students will also be required to listen to the teacher during the lecture, and take notes on key points and vocabulary that is shown on the projector Students: For the lesson closure, students will be given a reflection question, “Was it necessary for the United States to drop atomic bombs in the cities of Hiroshima & Nagasaki in Japan?” Students will be required to respond to this question in 3-4 sentences, and they will be told they need to use evidence to support their answer. Appropriate evidence will be from the three primary sources, the lecture notes, and students’ textbooks. Teacher: Through out the lesson, the teacher will monitor students, on their progress on their warm up responses, analyzing three primary sources, and also monitoring students while they write their reflection question response at the end of the class period. The teacher will use all of this information just explained to assess students achievement of learning the content that was taught during the lesson. Also, the teacher will give a lecture during the body of the lesson. The lecture will include a Google slides presentation shown on the projector and during the lecture students will break off into groups 3 times to analyze 3 primary sources.

2. President Franklin D. Roosevelt Foreign policy during WWII

2.1. Goal: By the end of the class period, students will be able to explain President Roosevelt’s foreign policy during World War II, specifically his “Four Freedoms” speech. Learning Objective: In a Socratic seminar, students will be able to analyze and explain the four freedoms President Roosevelt discusses in his “Four Freedoms” speech. In a Socratic seminar, students will also be able to analyze and discuss what President Roosevelt is trying to persuade the American people in his “Four Freedoms” speech.

2.1.1. Formative: Students will be assessed in four major ways through out this lesson. 1. Socratic Seminar: Students will be monitored in an informal formative assessment through out the Socratic seminar. 2.Students will be given participation points based on their participation during the Socratic seminar. I will be tracking student’s participation through the circle discussion chart. An example of that chart will be added to this end of this lesson plan. 3.Students will be assessed on their achieved learning of FDRS foreign policy, specifically his “Four Freedoms” speech through their response to the reflection question. 4. Students will also be turning in their annotated document of FDRs "Four Freedoms" speech that they did the previous day. Students: During the warm up, students will critically watch a 3 minuet excerpt video from FDRs "Four Freedoms" speech. Students: During the lesson body, students will participate in a Socratic seminar. Students will be instructed to get into a big circle in the middle of the class. During the Socratic seminar, students will begin with sharing a sentence they liked or thought was important from FDRs speech. After this, students will be give 2-3 discussion questions (one question will be given at a time). Students are responsible for discussing the their responses to the questions being asked, and in order to prove what they are saying is true or accurate they will need to provide the paragraph number from the speech to support their claims. During this discussion, students will be analyzing FDRS foreign policy during WWII, and learning why FDR felt entering WWII was important for the U.S Students: During the lesson closure, students will write a written response to the last discussion question they were given during the Socratic seminar. Students will need to write 3-4 sentences, and provide evidence from the speech to support their claim. Students will need to have their responses finished by the end of the class period, and turn it in to the teacher once the class ends. Teacher: At the beginning of the class period for the warm up, the teacher will put on a short clip of FDRS "Four Freedoms" speech. Teacher: The teacher will start the Socratic Seminar, by verbally and visually giving students guidelines and expectations for their behaviors and participation during the Socratic seminar. Then, the teacher will be giving students discussion questions, one at a time, through out the rest of the class period. The teacher will facilitated student discussion and clear up any confusion or answer and questions that are asked during the seminar. Also, during this, the teacher will track students participation during the Socratic Seminar on a circle discussion paper. Teacher: During the lesson closure, the teacher will instruct students to write a written response to the last discussion question that was given to them. This question will be displayed on the projector. By the end of the class period the teacher will collect students annotated article of FDRS speech from the previous day, and will also collect students refection responses. The teacher will then need to read over students responses to the reflection question before the next school day. This will allow the teacher to assess students achieved learning of the this lesson.

3. Minority Groups on the home front- (Women, African Americans & Japanese Americans)

3.1. Students will understand how women and other minority groups (African Americans, Japanese Americans) roles changed and how they impacted the home front during and after the war.

3.1.1. Formative Assessment: In 2 to 3 written sentences, students will be to identify the impact women and other minority groups had on the U.S home front during WWII. Teacher gives lecture presentation on U.S Home front during WWII, specifically focusing on Women, African Americans and Japanese Americans on the home front. Students: during the lecture, students will be filling out a guided notes handout in relation to the content being taught during the lecture. Students will be required to fill in the blanks and answer three specific critical thinking questions that will be presented during the lecture and shown on their guided notes handout Students will take part in two- think-write-pair-share activities. The first will happen before the lecture starts to assess and activates students prior-knowledge, and the second will occur at the very end of the lesson Throughout the lesson, the teacher will assess and gage students knowledge of the material. Before: Think-write-pair-share activity. During & At the end of lecture: 3 critical thinking questions that students will discuss and answer on their guided notes handout

4. U.S Moves towards war

4.1. Student will learn about the events and tensions the U.S faced with the Axis powers leading up the attack on Pearl Harbor, then students will learn about the Japanese attack on Pearl Harbor and the effects of the attack that ended with the U.S entry into the war

4.1.1. Formative Assessment: The students will have a variety of progress monitoring assessments, but at the end of the reading doing the lesson body, students will be given an Exit Slip. Students will have to write 3-4 sentences about a question given by the teacher, "What is one example of a cause and effect of the attack on Pearl Harbor on December 7th, 1941" Teacher: The content for this lesson is being taught as a reading lesson. The teacher has students get into pairs, and instructs students that they will read chapter 16, section 4 in their textbook together. The teacher will have students pre-read the text first, then start reading the text together with a cluster map handout, after reading the class will come together and the teacher will have the class share their answers. The teacher will show a film as a lesson closure and give students an Exit slip question to respond to. The teacher uses this exit slip as a progress monitoring assessment Students: Before students start reading the assigned pages in the textbook (p.550-557), the teacher will instruct the students to look through the 7 pages in the chapter and pay close attention to the pictures, maps, titles and sub titles. Students will be given 3 minuets to do this independently. Once the three minuets are up, the teacher will gather the class back together and will ask students to volunteer and discuss their thoughts about what the reading may be about. Students: During reading students will be instructed to get into pairs of two and then they will be have to read the assigned pages. One student will read aloud one paragraph, while the other student follows along. After that paragraph is finished being read, the students will review what was read. To assist students in reading, they will be given a concept cluster map. Students will be required to write the definitions of the key terms in each section and also write three main points of each blue title heading, so once the pairs of students finish reading one paragraph, they will review what they read and discuss what main points they will write on their cluster map, along with defining the key terms. The concept map will be clustered into 4 main circles. Each circle will be the main idea of the title header, so students will be able to know what sections questions can be located in. Students: When reading is over, the pairs of students will finish their concept cluster map, and the teacher will bring the class together to go over the cluster map. The teacher won’t give students the answers to the definitions of the terms and main points of the 4 sections they read, but will instead put a blank concept map on the projector and will ask the students to volunteer and share their answers. This allows students to still interact with each other and share their answers Students: at the end of the lesson students will watch a short film and then participate in exit slips. Students will have to response to a critical thinking question about the content they learned today and will turn in their exit slips to the teacher as they walk out of class once the bell rings