mrs. wright's lesson plans table of...

Mrs. Wright's Lesson Plans Table of Contents

1. Table of Contents2. Day 13. Day 24. Day 35. Day 4—Inclusion6. Day 4—Inclusion, continued7. Day 4—5th period Visions8. Day 4—5th period Visions, continued9. Day 4—6th period Visions10. Day 4—6th period Visions, continued11. Day 5—Inclusion12. Day 5—Inclusion, continued13. Day 5—Visions14. Day 6—Inclusion15. Day 6—Visions16. Day 7—Inclusion17. Day 7—5th period Visions18. Day 7—6th period Visions19. Day 8—Inclusion20. Day 8—Visions21. Day 9—Inclusion22. Day 9—Visions23. Day 10—Inclusion & Visions24. Day 11—Inclusion & Visions25. Day 12—Inclusion 26. Day 12—Visions27. Day 13—Inclusion & Visions28. Day 14—Inclusion29. Day 14—Visions30. Day 15—Inclusion31. Day 15—Visions32. Day 16—Inclusion33. Day 16—Visions34. Day 17—Inclusion35. Day 17—Visions36. Day 18—Inclusion & Visions37. Day 19—Inclusion & Visions

Day 1: March 17

Objectives:1. Students will complete a pre-assessment vocabulary sheet of WWII terms2. Students will be able to identify and describe the conditions of Germany after the Treaty of

Versailles3. Students will investigate several primary documents

Activities:1. Sheet of vocabulary words—100 copies; double sided2. Newspaper Headline3. Treaty of Versailles overview4. Pictures

WYW:Fill out Who Are You? Questionnaire—100 copies

Homework: Journal Entry

Step-by-Step Instructions:1. WYW 5-7 minutes

2. Notebook quiz 5-10 minutes

3. Hand back tests 5-10 minutes

4. Pre-assessment 10-15 minutes

• Inclusion—color code categories: people, isms, battles, places?, ask them for other possible categories

5. Primary Document 5 minutes

• LA Express, p. 1: Headlines about Treaty & cartoon box about how fast news is6. Treaty of Versailles text 7-10 minutes

• German interests outside of Germany http://history.sandiego.edu/gen/text/versaillestreaty/ver118.html• Boundaries—point out dates (Aug. 3, 1914) and stress they went back to what they had been before the war. Do you think this may have been insulting? http://history.sandiego.edu/gen/text/versaillestreaty/ver027.html• Map of boundaries: http://history.sandiego.edu/gen/WW2Pics/81523.GIF• Reparations: Article 231 & first two paragraphs of Article 232 http://history.sandiego.edu/gen/text/versaillestreaty/ver231.html

7. Kathe Kollowitz and other pictures 5 minutes

• http://www.wintersonnenwende.com/scriptorium/english/archives/articles/starvat ion1919.html

8. Explain homework journals 3 minutes

• Journal Prompt: How would you feel if you were living in Germany after the Treaty of Versailles had been signed?

http://www.wintersonnenwende.com/scriptorium/english/archives/articles/starvation1919.html

http://www.wintersonnenwende.com/scriptorium/english/archives/articles/starvation1919.html

http://history.sandiego.edu/gen/text/versaillestreaty/ver231.html

http://history.sandiego.edu/gen/WW2Pics/81523.GIF



Day 2: March 18

Objectives:1. Students will be able to define Fascism2. Students will be able to identify examples and non-examples of Fascism3. Inclusion Only: Students will start to learn proper construction of a short answer4. Visions Only: Students will start to learn proper construction of an essay

WYW:• Inclusion: What is a dictator?• Visions: How is the US unique compared to the rest of the world?

Homework:• Classifying examples and non-examples. Inclusion will do four; Visions will do six.

Step-by-Step:1. WYW2. Data-Retrieval Chart

◦ Inclusion—whole class instruction◦ Visions—individual or pairs (use magic cards for pairs)

3. Differences & Similarities—see notes on sheet labeled Concept Formation Lesson◦ Inclusion—whole class instruction◦ Visions—individuals or pairs (same as above)

4. Define—see notes on sheet labeled Concept Formation Lesson◦ Inclusion—individual◦ Visions—individual

5. Label—see notes on sheet labeled Concept Formation Lesson◦ Inclusion—whole class◦ Visions—pairs (same as above)

6. Inclusion Only◦ Classify examples & non-examples—only got to one example

▪ Go over one example & one non-example as a class. They are to complete the other four for homework.

◦ Begin talking about how to craft a short answer—didn't get to7. Visions Only—ask them to come up with modern examples (or historical ones) of Fascist

governments.8. Visions Only—Teach them the three parts of an essay: only was able to do this with 6th

◦ Intro◦ Body◦ Conclusion

Day 3: March 19—TECHNOLOGY DOWN! :(Inclusion & Visions

• 6th period attended a special assembly today. We made up the lesson on Monday the 22nd.

Objectives:1. Students will be able to explain Hitler's rise to power in Germany.2. Students will be able to describe Appeasement.3. Students will be able to identify the Axis and Allies.

WYW:• Inclusion: Grab a book; what were the conditions of the Treaty of Versailles?• Visions: What is a nationalistic (political) party?

Homework: None : )

Step-by-Step:1. WYW2. Go over Treaty of Versailles provisions

◦ Germany MUST accept blame for the entirety of WWI◦ Germany shrinks

▪ show map with flags▪ show pre & post WWI maps—either my handout or p.668 & 690 in text

◦ Germany has to pay billions of dollars in war reparations◦ Germany must demobilize!◦ Primary Document: LA Express, p. 1: Headlines about Treaty & cartoon box about how fast news is

3. America's response:◦ America wanted isolationism but also wanted Germany to faithfully pay back its war debt.

▪ America had loaned France & Britain money during the war. If Germany didn't pay war reparations to France & Britain, they wouldn't have any money to pay back America.

4. Hand out packet including Hitler's Rise to Power, Map of Germany & Axis & Allied Leaders◦ Primary Document: The Baltimore Post, p. 3◦ Primary Document: New York Herald Tribune, p. 5

5. Tell students the story of Hitler's rise to power—have them follow along in their packet.6. Act out appeasement with Monica7. Primary Documents

◦ Primary Document: The Baltimore News-Post, p. 7◦ Primary Document: The Sun, p. 10◦ Primary Document: Daily Record, p. 12◦ Primary Document: German Newspaper, p. 13◦ Primary Document: Daily Mirror, p. 14◦ Primary Document: Daily Herald, p. 15◦ Primary Document: San Francisco Chronicle, p. 18

8. Awesome PowerPoint—if technology is working. Have to do later because technology was down.

Day 4—March 22—Still NO TECHNOLOGYInclusion

Objectives:1. Students will be able to define appeasement2. Students will be able to identify Hitler, Mussolini & Tojo as fascist leaders and members of the

Axis3. Students will be able to explain the escalation of events leading to WWII4. Students will successfully complete a mini-inquiry lesson about Japanese Imperialism

WYW:Write down what Fascism means; use your notes if you need to.Grab a book; put a bookmark in p. 690 and p. 753.

HMWK: Create a graphic organizer

Step-by-Step:1. WYW

◦ Hand out Cornell Notes2. Go over homework

◦ Explain that Germany became a fascist country under Hitler and that there were two other fascist countries at that time: Italy and Japan.

3. Correct mistake from Friday: Mein Kampf means My Struggle, NOT My Life4. Move to Mr. Knowles' room in order to use technology5. Systematically work through Cornell Notes 1

◦ Primary Document : slide 1.3a (Treaty of Versailles political cartoon)◦ Explain that “Fuhrer” means leader and Hitler gave the title to himself. Germany looked up

to him as a leader and sort of father figure for their country.▪ Nazi is short for National Socialist German Workers' Party

◦ Stress Appeasement▪ Primary Documents: “Spineless Leaders of Democracy” & “Czechoslovakia” political cartoons▪ Primary Documents: Newspapers on p. 13-15 in WWII Extra

◦ Primary Document: Daily Record, p. 17 (Kristallnacht)▪ If asked, explain that a 17-yr-old Jew, Herschel Grynszpan, shot Ernst vom Rath, a

German diplomat. This happened in Paris in early Nov. 1938. He shot him because his family had been among 17,000 Jews who were forced to leave Germany by the Nazis in Oct. of 1938. Those Jews went to Poland, but the Poles didn't want them, either.

▪ Kristallnacht was the response.◦ Explain that Mussolini took the title Il Duce, which means “the leader” in Italian.

▪ Primary Document: Volkischer Beobachter, p. 9 (picture of Mussolini)▪ Ask students which other leader this reminds them of▪ Mussolini, like Hitler, started invading other countries (Ethiopia & Albania)▪ Have students look at p. 690 in book to see where Albania is in relation to Italy

• Have students look at cartoon on p. 753 and answer the question• In response, FDR imposed a moral embargo on Italy—he asked businesses not to

sell goods to the Italians that would help them take over more parts of the world▪ Primary Document: slide 1.2c (Mussolini addressing followers in the Colosseum)

◦ Tojo—show picture

▪ Mini Inquiry Lesson:1. Picture of Japanese troops marching into Peiping Gate2. Ask students what this tells us about Japan3. Show maps of Japanese imperialism4. Ask students what that tells us about Japan5. Write Japanese Imperialism on the board and draw a red circle around and a red

slash through those words. Prop up American flag next on marker tray.6. Ask students what this tells us about American-Japanese relations

6. Draw students' attention to p. 7 in notebook—have them label the different leaders7. Explain homework (graphic organizer)8. Tell students “Tomorrow we will learn about the American involvement with the Allies and

Pearl Harbor”

Day 4—March 22Visions—5th period

Objectives:1. Students will create skits and that portray seven WWII vocabulary words.2. Students will be able to define appeasement.3. Students will be able to identify Hitler, Mussolini & Tojo as fascist leaders and members of the

Axis.4. Students will be able to explain the escalation of events leading to WWII.5. Students will successfully complete a mini-inquiry lesson about Japanese Imperialism.

WYW:In three sentences, write down how Hitler came to power.Glue in notesGrab a book; put a bookmark in p. 690 and p. 753.

HMWK: Prep for Socratic Seminar

Before Class: Photocopy WWII terms, Cornell Notes, text & entrance ticket for TuesdayRearrange desks & assign groupsPlace WWII terms, Cornell Notes on desksWrite word bank on whiteboard

Step-by-Step:1. WYW 7 minutes2. Bringing WWII Terms to Life Activity 25-30 minutes

◦ Act out appeasement with Monica as an example. Tell students to decide as a group what we acted out, write it down on their whiteboard and hold it up.

◦ Explain that each group will be given a secret WWII term. They must work together to create a skit that portrays the word.

◦ Students act out skits.3. Move to Mr. Knowles' room. 7 minutes4. Systematically work through Cornell Notes 1 20-25 minutes

◦ Primary Document : slide 1.3a (Treaty of Versailles political cartoon)◦ Explain that “Fuhrer” means leader and Hitler gave the title to himself. Germany looked up

to him as a leader and sort of father figure for their country.▪ Nazi is short for National Socialist German Workers' Party

◦ Stress Appeasement▪ Primary Documents: “Spineless Leaders of Democracy” & “Czechoslovakia” political cartoons▪ Primary Documents: Newspapers on p. 13-15 in WWII Extra

◦ Kristallnacht: Primary Document: Daily Record, p. 17 (Kristallnacht)▪ If asked, explain that a 17-yr-old Jew, Herschel Grynszpan, shot Ernst vom Rath, a



▪ Primary Document: Volkischer Beobachter, p. 9 (picture of Mussolini)

▪ Ask students which other leader this reminds them of▪ Mussolini, like Hitler, started invading other countries (Ethiopia & Albania)

• Have students look at p. 690 in book to see where Albania is in relation to Italy• Have students look at cartoon on p. 753 and answer the question

▪ In response, FDR imposed a moral embargo on Italy—he asked businesses not to sell goods to the Italians that would help them take over more parts of the world

▪ Primary Document: slide 1.2c (Mussolini addressing followers in the Colosseum)◦ Tojo—show picture

▪ Mini Inquiry Lesson:• Picture of Japanese troops marching into Peiping Gate• Ask students what this tells us about Japan• Show maps of Japanese imperialism• Ask students what that tells us about Japan• Write Japanese Imperialism on the board and draw a red circle around and a red

slash through those words. Prop up American flag on marker tray.• Ask students what this tells us about American-Japanese relations

5. Draw students' attention to p. 7 in notebook—have them label the different leaders6. Show Socratic Seminar clip7. Explain homework (Prep for Socratic Seminar) and the way class will work tomorrow

Day 4—March 22Visions—6th period

Objectives:1. Students will be able to explain Hitler's rise to power in Germany2. Students will create skits and that portray seven WWII vocabulary words.3. Students will be able to define appeasement.4. Students will be able to identify Hitler, Mussolini & Tojo as fascist leaders and members of the

Axis.5. Students will be able to explain the escalation of events leading to WWII.6. Students will successfully complete a mini-inquiry lesson about Japanese Imperialism.

WYW:Draw a representation of FascismGlue in notesGrab a book; put a bookmark in p. 668, 690 and p. 753.

HMWK: Prep for Socratic Seminar

Before Class: Photocopy WWII terms, Cornell Notes, text & entrance ticket for TuesdayAssign groupsWrite word bank on whiteboard

Step-by-Step:1. WYW 7 minutes

◦ Pass out ALL notes—hand outs from Friday, WWII terms, Cornell notes2. Go over Treaty of Versailles provisions 3 minutes

◦ Germany MUST accept blame for the entirety of WWI◦ Germany shrinks

▪ show pre & post WWI maps—p.668 & 690 in text◦ Germany has to pay billions of dollars in war reparations◦ Germany must demobilize!

3. America's response: 1 minute

◦ America wanted isolationism but also wanted Germany to faithfully pay back its war debt.▪ America had loaned France & Britain money during the war. If Germany didn't pay war

reparations to France & Britain, they wouldn't have any money to pay back America.4. Hitler's Rise to Power—PowerPoint/handout 5 minutes

◦ Primary Document: The Baltimore Post, p. 3◦ Primary Document: New York Herald Tribune, p. 5

5. Bringing WWII Terms to Life Activity 25 minutes

◦ Act out appeasement with Monica as an example. Tell students to decide as a group what we acted out, write it down on their whiteboard and hold it up.

◦ Explain that each group will be given a secret WWII term. They must work together to create a skit that portrays the word.

◦ Students act out skits.6. Move to Mr. Knowles' room. 5 minutes7. Systematically work through Cornell Notes 1 15 minutes

◦ Primary Document : slide 1.3a (Treaty of Versailles political cartoon)

◦ Explain that “Fuhrer” means leader and Hitler gave the title to himself. Germany looked up to him as a leader and sort of father figure for their country.▪ Nazi is short for National Socialist German Workers' Party

◦ Stress Appeasement▪ Primary Documents: “Spineless Leaders of Democracy” & “Czechoslovakia” political cartoons▪ Primary Document: The Baltimore News-Post, p. 7▪ Primary Document: The Sun, p. 10▪ Primary Document: Daily Record, p. 12▪ Primary Document: German Newspaper, p. 13▪ Primary Document: Daily Mirror, p. 14▪ Primary Document: Daily Herald, p. 15▪ Primary Document: San Francisco Chronicle, p. 18

◦ Kristallnacht: Primary Document: Daily Record, p. 17 (Kristallnacht)▪ If asked, explain that a 17-yr-old Jew, Herschel Grynszpan, shot Ernst vom Rath, a



▪ Primary Document: Volkischer Beobachter, p. 9 (picture of Mussolini)▪ Ask students which other leader this reminds them of▪ Mussolini, like Hitler, started invading other countries (Ethiopia & Albania)

• Have students look at p. 690 in book to see where Albania is in relation to Italy• Have students look at cartoon on p. 753 and answer the question

▪ In response, FDR imposed a moral embargo on Italy—he asked businesses not to sell goods to the Italians that would help them take over more parts of the world

▪ Primary Document: slide 1.2c (Mussolini addressing followers in the Colosseum)◦ Tojo—show picture

▪ Mini Inquiry Lesson:• Picture of Japanese troops marching into Peiping Gate• Ask students what this tells us about Japan• Show maps of Japanese imperialism• Ask students what that tells us about Japan• Write Japanese Imperialism on the board and draw a red circle around and a red

slash through those words. Prop up American flag on marker tray.• Ask students what this tells us about American-Japanese relations

8. Show Socratic Seminar clip(?)9. Explain homework (Prep for Socratic Seminar) and the way class will work tomorrow

Day 5—March 23Inclusion

Objectives:1. Students will be able to explain how WWII started in Europe.2. Students will be able to define blitzkrieg and Lend-Lease Act.3. Students will act out Soviet-German Non-Aggression Pact & Invasion of Poland4. Students will be able to explain the events leading up to and at Pearl Harbor.5. Students will watch actual war footage from Pearl Harbor.

WYW: Who were the Axis Powers?

HMWK: Finish graphic organizer; 2-sentence summary of how WWII began.

Resources:• Cornell Notes: The Road to War: Europe• Cornell Notes: Pearl Harbor• mini whiteboards, markers & erasers• crumpled paper• Hitler mustaches?• Slide of USS Arizona• The Pacific Boils Over on Victory at Sea

Before Class:• Photo copy Cornell Notes—The Road to War & Pearl Harbor• Write country names on whiteboards• Crumple up papers• Place notes on desks (1st period)• Load one slide of USS Arizona into projector• Cue up The Pacific Boils Over

Step-by-Step:1. WYW

◦ Pass out notes (2nd period)2. Systematically work through The Road to War: Europe

◦ Have students act out Soviet-German Non-Aggression Pact & Invasion of Poland▪ Use mini whiteboards to represent countries▪ Invasion of Poland

• Use wadded up paper to simulate German ammunition• Primary Document: The Baltimore News-Post, p. 20• Primary Document: The Times-Star, p. 23 (France fights back; American on Ship; Second World

War Editorial--1st paragraph)• Primary Document: The Baltimore News-Post, p. 24 (Germany in Poland; FDR builds military)• Primary Document: New York World-Telegram, p. 41 (Italy Declares War)• Primary Document: LA Examiner, p. 42-43, 46, (France falls)

▪ Play Sinking of the Reuben James (tape cassette)• The Reuben James had been used to escort war materials to Great Britain. On

10/31/1941 she was sunk by German U-boats.• Ask students questions on p. 20 of History Alive! Curriculum.

3. Systematically work through Pearl Harbor◦ Play FDR's Declaration of War Speech (tape cassette)◦ Have students look at pictures on p. 762-763◦ Primary Document: Honolulu Star-Bulletin p. 79 (WAR!)◦ Primary Document: The Baltimore News-Post, p. 80 (Japs Bomb Pearl Harbor)◦ Primary Document: Maui News, p. 81 (US Votes War!)◦ Primary Document: Japan Times & Advertiser, p. 84 (Pictures of Pearl Harbor)◦ Primary Document: The Baltimore News-Post, p. 83 (Germany & Italy Declare War on US)

4. Pass out questions5. Watch The Pacific Boils Over6. Go over questions

Day 5—March 23Visions

Objective:• Students will be able to explain the beginning of WWII in Europe.

WYW: What did the Treaty of Versailles have to do with Hitler coming to power?

HMWK: Finish seminar ticket if you haven't already.

Pre-Class Set-Up:1. Que up PPT & video

Step-by-Step:1. WYW2. Hand out notes The War Begins: Europe3. Glue in notes4. Work through notes

◦ I tell students the story of how WWII began in Europe5. Show accompanying PPT: The War Begins6. Introduce the war in the Pacific7. Show The Pacific Boils Over on Victory at Sea

**Students were very poorly behaved during 5th period. Despite several warnings and reprimands to not talk while I was talking, the students would not behave. As a result I threatened to stop the lesson and have them read the corresponding information from the textbook. I really did not want to do this as I had a neat PowerPoint and video to show them. However, they were warned (numerous times) so I had no option but to follow through with my threat. I stopped mid lesson, told them that we were done and instructed them to get a textbook and read p. 753-761 in the text. They did. I did not show them the PPT or the video. For homework, they also had to annotate the notes as we were unable to do that as a class. While still not even close to perfect, their behavior improved significantly after this event.**


Objectives:1. Students will be able to describe the Lend-Lease Act.2. Students will be able to explain Japanese Aggression in the 1930s.3. Students will be able to describe the events at Pearl Harbor.

WYW: What did the German-Soviet Non-Aggression Pact say?

HMWK: 2-sentence summary of today's notes.

Step-by-Step1. Check homework from last night2. Pass out & glue in Pearl Harbor3. Finish The War Begins in Europe

◦ Primary Documents: ▪ p. 42 Los Angeles Examiner; Nazis Take Paris!▪ p. 43 Los Angeles Examiner; Fate of France in Hitler's Hands▪ p. 45 Der Feuerreiter; picture of Hitler & Mussolini▪ p. 63 The Call Bulletin; Jap-Axis Pact Direct U.S. Threat!

◦ Show PPT from Day 5—March 23◦ Play Reuben James (after Lend-Lease)

4. Start Pearl Harbor◦ Show Day 6 PPT◦ After “Attack on Pearl Harbor” section, play FDR slideshow◦ Make sure to mention Dorie Miller!◦ Primary Documents:

▪ p. 79 Honolulu Star-Bulletin; WAR!▪ p. 80 The Baltimore News-Post; Japs Bomb Pearl Harbor, Manila▪ p. 81 Maui News; US Votes War!▪ p. 83 Baltimore News-Post; Germany, Italy Declare

5. Play FDR's Fireside Chat—just through “A date which will live in infamy.”6. 17 minute clip of Pearl Harbor?


Objectives:1. Students will be able to explain the beginning of WWII in Europe.2. Students will be able to explain why Japan bombed Pearl Harbor.3. Students will engage in a Socratic Seminar on the text War With Japan by FDR.

WYW: Glue in Pearl Harbor notes.

HMWK: Exit Ticket

Before Class: Write Seminar norms on side whiteboard.

Step-by-Step1. WYW

◦ Have a student pass out Pearl Harbor Notes2. Check homework (seminar ticket) – 12:55; 1:54

• 5th—Finish notes from Day 5—3/233. Show “The War Begins” PPT from Day 5—3/23 – 1:05; 2:00

◦ Primary Documents: – 1:08; 2:02▪ p. 42 Los Angeles Examiner; Nazis Take Paris!▪ p. 43 Los Angeles Examiner; Fate of France in Hitler's Hands▪ p. 45 Der Feuerreiter; picture of Hitler & Mussolini▪ p. 63 The Call Bulletin; Jap-Axis Pact Direct U.S. Threat!

4. After “Attack on Pearl Harbor” section, play FDR slideshow – 1:15; 2:13◦ Make sure to mention Dorie Miller!◦ Primary Documents:

▪ p. 79 Honolulu Star-Bulletin; WAR!▪ p. 80 The Baltimore News-Post; Japs Bomb Pearl Harbor, Manila▪ p. 81 Maui News; US Votes War!▪ p. 83 Baltimore News-Post; Germany, Italy Declare

5. Explain norms for Seminar – 1:17; 2:196. “Socratic Seminar”—10-20 minutes

5th period: Start by 1:256th period: Start by 2:27*Students who have not completed their Seminar Ticket will be asked to keep track of all those who participate in the seminar.*

7. Pass out Exit Ticket


Objectives:1. Students will be able to explain Japanese aggression in East Asia.2. Students will be able to explain the events that transpired at Pearl Harbor.3. Students will watch footage of the events at Pearl Harbor.

WYW:• Grab a book• Read the section titled US Involvement Grows on p. 761 and all of p. 762-763.• (Complete the timeline on the screen.) maybe cut

HMWK: Storyboard: How the war began in Europe & in America with a 2-sentence summary.

Step-by-Step1. Check homework from last night—quickly!2. (Go over timeline.) maybe cut3. Ask if there are any questions about the reading.4. Work through Pearl Harbor notes.5. Show video clip—8:30/9:30!!!6. Explain tonight's homework—9:00/10:00

Day 7—March 25Visions—5th Period**The students were exceedingly misbehaved the day I scheduled to show them “The Pacific Boils Over.” As a result, they were unable to view it that day. Today, we will make it up and compare it to the Hollywood-ized version.**

Objectives:1. Students will view authentic WWII footage of Pearl Harbor.2. Students will compare and contrast authentic WWII footage with the Hollywood version.

WYW: Turn in last night's hmwk

HMWK: None

Before Class: Cue up videoVideos: “The Pacific Boils Over” on Victory at Sea

“Pearl Harbor” (with Ben Affleck, Josh Hartnett and Kate Beckinsale)

Step-by-Step1. Watch “The Pacific Boils Over” on Victory at Sea2. Watch “Pearl Harbor” clip3. Hand out Comparing and Contrasting The Pacific Boils Over and Pearl Harbor4. Instruct students to fill out worksheet5. Discuss

Day 7—March 25Visions—6th Period

Objective:• Students will compare and contrast authentic WWII footage with the Hollywood version.

WYW: Turn in last night's hmwk

HMWK: None

Before Class: Cue up videoVideo: “Pearl Harbor” (with Ben Affleck, Josh Hartnett and Kate Beckinsale)

Step-by-Step1. Hand out Comparing and Contrasting The Pacific Boils Over and Pearl Harbor2. Give students an opportunity to answer questions pertaining to “The Pacific Boils Over;” help

them with answers as necessary.◦ Students viewed this video a couple days ago and might need help with the answers

3. Watch “Pearl Harbor” clip4. Instruct students to finish worksheet5. Discuss6. Hand out next set of notes—Allied Victory in Europe

Day 8—March 26, 2010Inclusion

Objective:• Students will be able to explain the events of WWII in Europe (board objective, too)

WYW:1. Why did Germany and Italy declare war on America?2. Read pages 770-775 (section of the war in Europe & Africa)

HMWK: None!

Step-by-Step1. Check last night’s homework while students complete their WYW. 10 min

◦ Mrs. Kelly passes out notes (Allied Victory in Europe)2. Go over WYW & ask students to tell me one thing they read about in the text book. 6-7 min

◦ Take 3 or 4 responses3. Work through notes—annotate and draw images in sidebar 20-30 min

◦ Draw their attention to the classroom map of WWII from 1942-1945 as necessary◦ Draw their attention to images in the textbook as necessary

4. Show my Allied Victory in Europe PPT (images from the various battles and of Rommel & Eisenhower) 5 min

5. Show interactive Map of Europe PPT (from media specialist—shows the Axis and Allies moving through Europe) 3-5 min

Day 8—March 26, 2010Visions

Objective:1. Students will analyze the events of WWII in Europe.2. Students will complete a mapping activity depicting the progression of WWII in Europe &

North Africa.3. Students will be able to explain the components of a proper essay.

WYW: Read through note sheet.

HMWK: Essay

Before Class: Place note sheet, maps & directions on student desks (NOT MARKERS!!!!)

Step-by-Step1. Glue in notes—5th and absentees from 6th 7 min

◦ maybe cut2. Give recap of war—use first slide from Allied Victory in Europe slide 2 min3. Explain mapping activity and pass out markers 3 min4. Mapping Activity 20-30 min

◦ This includes time to show off work & wipe off the map5. Show my PPT—Allied Victory in Europe 5 min

◦ Cut if necessary6. Explain components of an essay: intro, main body, conclusion 5-10 min

◦ Show an example of an essay7. Pass out homework essay


Objective:• Students will be able to explain the events of WWII in the Pacific.

◦ Board for students: explain WWII in the Pacific

WYW: What was the turning point of the war in Eastern Europe?

Homework: Write a 2 sentence summary of Allied Victory in Europe (to be turned in)

Step-by-Step:1. Finish notes from 3/26 (Allied Victory in Europe) 5-10 min2. Show my corresponding PPT (Allied Victory in Europe) 5-7 min3. Show Pat Curd's PPT 5-7 min4. Pass out & glue in WWII In the Pacific 5 min5. Work through WWII In the Pacific 20-25 min6. Show my corresponding PPT ( WWII In the Pacific) 5 min7. Go over homework 2-3 min


Objectives:1. Students will analyze the events of WWII in the Pacific.2. Students will evaluate the importance of Joseph Rosenthal's famous picture.

WYW: If you were planning the war in the Pacific, what strategy would you use to beat the Japanese?• World Map at front of room will be pulled down so students have a visual of the Pacific Ocean & the islands between Hawaii & Japan.

Homework: None (they had a big essay over the weekend)

Step-by-Step:1. WYW 3-5 min2. Take student WYW answers—ask why they chose their strategy 5-8 min3. Explain “island hopping” 1 min4. Pass out & glue in notes 5 min5. Show & discuss corresponding PPT (War In the Pacific) 7-10 min

◦ Students may follow along with their notes6. Pull up The Picture PPT

◦ Show students first slide. 1 min▪ Tell them to write down what they see in their notebook.

◦ Repeat with the following slide. 1 min◦ Have 3 students share what they wrote 3-5 min

7. Build up what life would be like at home for them. 2-3 min▪ Imagine your dad, brother, uncle, cousin, etc., is away fighting.▪ You haven't heard from him in 3 weeks.▪ You've been rationing for years—very little sugar & beef; victory gardens.▪ The news has been full of the resistant nature of Japanese fighting.▪ How do you feel?

8. Show students slides again◦ The Picture, first◦ The Posed Picture, second◦ Tell students to write down what they see after each slide is shown 2-3 min◦ Have 3 students share what they wrote 3-5 min

9. Tell students to write down why they think this picture would have been important to Americans.◦ Take up to 3 responses. 3-5 min

10. Explain Battle of Iwo Jima 2 min◦ Show newspaper front page on p. 267 of WWII Extra (The Picture) & tell students the

picture was taken on the fifth day of battle11. Finish up by explaining A-bombs 3 min

Day 10—March 30Inclusion & Visions

Objectives:1. Students will be able to describe the Holocaust.2. Students will be able to define the terms anti-Semitism and Aryan Supremacy

WYW: Glue in notes.• I really wanted to pose this question, but my CT said it was probably too abstract: “What

holiday began last night?”

Homework: Study for quiz!

Step-by-Step:1. Remind students to turn in homework. 1 min2. Pass out & let students read ID cards

◦ Explain they contain information about real people affected by the Holocaust and that students will find out what happened to them at the end of class. 5-7 min

◦ I ended up choosing three stories and reading/telling them to the class.3. Ask some students to share info about their Holocaust person. 5 min4. Pass out & glue in Holocaust notes 3 min5. Discuss the Holocaust with students 10-15 min

◦ My CT has always treated this lesson as a conversation/story time with her students. So I did the same. She stayed in the room and interjected some information as well. Basically, we simply told the students the story of the Holocaust. It was great and very moving for everyone!

6. Show corresponding PPT 5-7 min7. Show britannica video (maybe cut—too serious for 7th graders) 1 min

◦ Firewall did not allow this video to play.8. Show Anne Frank video (maybe cut short) 7.5 min

◦ Didn't get to.9. Show images from annefrank.org (maybe cut) 4-6 min

◦ Didn't get to.10. Remind them they have a quiz tomorrow 1 min11. Pass out ID card information & let students read 3-5 min

◦ I shared the outcome of the three stories from earlier.

Websites:• http://www.britannica.com/EBchecked/topic-video/648813/18898/US-soldiers-having-defeated-

the-German-military-come-face-to

• http://www.ushmm.org/education/foreducators/resource/pdf/idcards.pdf

• The Hiding Place—http://www.annefrank.org/content.asp?pid=106&lid=2Never Going Outside—http://www.annefrank.org/content.asp?pid=118&lid=2

http://www.annefrank.org/content.asp?pid=118&lid=2

http://www.annefrank.org/content.asp?pid=106&lid=2

http://www.ushmm.org/education/foreducators/resource/pdf/idcards.pdf

http://www.britannica.com/EBchecked/topic-video/648813/18898/US-soldiers-having-defeated-the-German-military-come-face-to

http://www.britannica.com/EBchecked/topic-video/648813/18898/US-soldiers-having-defeated-the-German-military-come-face-to

Day 11—March 31Inclusion & Visions

Objectives:1. Students will complete a quiz on WWII.2. Students will complete a Holocaust “journal” entry.

WYW: Review notes

Classwork/Homework: Holocaust “journal entry.”

Step-by-Step:1. Review quiz with students (Inclusion only) 5-10 min2. Quiz! 20-25 min3. Holocaust Journal Entry 20-25 min

◦ To be finished at home if necessary. Will count for a classwork grade.

If students finish earlier than expected:4. Anne Frank video (pushed from yesterday) 7 min5. Anne Frank video debrief 5-7 min6. Discovery Education video & debrief 4-8 min

Effects of the Holocausthttp://player.discoveryeducation.com/index.cfm?guidAssetId=AB974964-2149-48B0-BD08-EDEEA98205F0&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=AB974964-2149-48B0-BD08-EDEEA98205F0&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=AB974964-2149-48B0-BD08-EDEEA98205F0&blnFromSearch=1&productcode=US

Day 12—April 1Inclusion

Objective:1. Students will be able to describe the effects of WWII on the American home front.

◦ Board objective: describe the home front during WWII.

WYW:1. What do you think a victory garden is?2. Grab a book

Homework: 2 sentence summary

Step-by-Step:1. WYW 2 min2. Show video WWII's Effects on America 4 min

• http://player.discoveryeducation.com/index.cfm?guidAssetId=EDD87B5F- B08B-487C-8182-9451674319C6&blnFromSearch=1&productcode=US#

3. Ask students what they saw in the video 3 min4. Pass out & glue in notes 5 min5. Work through notes (The Home Front) 20 min6. Corresponding PPT 7 min7. America's Literature exercise—p. 769 in the book 10 min

◦ Have students turn to p. 769 and follow along as I read them The Invisible Thread by Yoshiko Uchida.

◦ Ask students the questions in the book. Have them write their answers down in their notebooks and then take up to three student responses.

◦ Didn't get to this. :(8. Lesson debrief 4 min

◦ Ask students to share one thing they learned today with the class.

http://player.discoveryeducation.com/index.cfm?guidAssetId=EDD87B5F-B08B-487C-8182-9451674319C6&blnFromSearch=1&productcode=US


Day 12—April 1Visions

Objective:1. Students will be able to describe the effects of WWII on the American home front.

• Board objective: describe the home front during WWII.

WYW: If you were in charge, what would you do to get American support for WWII?

Homework: Create a graphic organizer of the home front during WWII.

Step-by-Step:1. WYW 2 min2. Show video WWII's Effects on America 4 min

• http://player.discoveryeducation.com/index.cfm?guidAssetId=EDD87B5F- B08B-487C-8182-9451674319C6&blnFromSearch=1&productcode=US#

3. Ask students what they saw in the video 3 min4. Pass out & glue in notes 5 min5. WWII Museum Walk Through 30-35 min6. Lesson debrief 4 min

◦ Ask students to share one thing they learned today with the class.



Day 13—April 2

Inclusion & Visions

**This was the day before spring break. It was also an early-release day. I planned a light lesson for all of my classes.**

Objective: Students will view a 32-min Discovery Education video summarizing WWII.

WYW: Put your homework on your desk.

HMWK: NONE!!

Resources:

1. Discovery Education Video: America in the 20th Century: WWII—The World At War

2. Accompanying quiz questions

Step-by-Step:

1. Cue up video (before class)

2. Introduce video 3-5 min

◦ Warn students about certain tense clips—instruct them to look away if they need to.

◦ NOTE: clips were historical and extremely quick.

3. Show video 32 min

4. Quick debrief using questions found with video on Discovery Education website. 2 min


Objectives:1. Students will be able to explain why Truman decided to drop the Atomic bomb.2. Students will be able to describe the effects of the A-bomb on Japan.3. Board objective: explain why the US dropped the A-bomb on Japan.

WYW: Matching exercise

Homework: Do you think America was right to drop the A-bomb? Why or why not? 3 sentences.

Step-by-Step:1. WYW 5 min

• Have Mrs. Kelly pass back papers & hand out A-bomb list2. Tell students to open their notebooks to WWII In the Pacific (p. 14) 1 min3. Go over Navajo Code Talkers 5-7 min

• pull up http://www.navajocodetalkers.org/◦ go to The Code

4. Explain to students that FDR died April 12, 1945 and that Harry Truman took over. 1 min5. Provide students with a list of all the things that the A-bomb is capable of. 5 min

Have students read over their list.• Type up list• Either make photocopies or just place it under the document camera

6. Whole class exercise: 5 minGenerate reasons why America should not drop the A-bomb

7. Whole class exercise: 5 minGenerate reasons why America should drop the A-bomb

8. Annotate A-bomb section 10-12 min• Truman's comment after Hiroshima:

http://en.wikipedia.org/wiki/Atomic_bombings_of_Hiroshima_and_Nagasaki9. Discovery Education Video: Atomic Bomb - August 6, 1945 3 min10. Annotate V-J Day section 5 min

• Primary Document: Waterloo Daily Courier—“PEACE!” (p. 313 in WWII Extra)• Primary Document: The China Lantern—“Japan Quits!” (p. 314 in WWII Extra)• Primary Document: Illustrated Current News—Pics of Japan surrendering (p. 318)

11. If there is time:Accompanying PPT—The Atomic Bombs 7 min

Weather: http://www.cfo.doe.gov/me70/manhattan/nagasaki.htm

http://www.cfo.doe.gov/me70/manhattan/nagasaki.htm

http://www.cfo.doe.gov/me70/manhattan/nagasaki.htm

http://en.wikipedia.org/wiki/Atomic_bombings_of_Hiroshima_and_Nagasaki

http://www.navajocodetalkers.org/


Objectives:1. Students will be able to write an essay with an introduction and conclusion.2. Students will revise their “Progression of WWII In Europe” essays.

• Board: be able to revise my essay

WYW: Put the following in the proper order:• Lend-Lease Act• Soviet-German Non-Aggression Pact• Battle of Britain• Turning point of WWII in the East • The African Campaign• D-Day• Liberation of Rome• Hitler makes Germany Fascist• V-E Day• Battle of the Bulge

Homework: Revise essay

Step-by-Step:1. WYW 5-7 min2. Talk to students about their essays. 10 min

• Introduction/Conclusion• Tense: MAKE IT PAST!• Details: Where were they?!• Soviets, not Russians! Soviet Union, not Russia!• Grammar: Capitalize proper nouns and the first word in every sentence.

3. Show students a proper introduction 5-7 min4. Show students a proper main body 5-7 min5. Show students a proper conclusion 5-7 min6. Pass out checklist 5 min7. Pass out essays and let students begin rewriting them. 12-20 min


Objective:1. Students will be able to describe the effects of WWII on the world.

• Board: describe the effects of WWII.

WYW: What do you think happened to Germany and Japan after WWII?

Homework: Review Sheet 1-11

Step-by-Step:1. WYW 3-5 min2. Pass out & glue in notes The Effects of WWII 5 min3. Annotate notes 30 min

• Act out division of Germany & Berlin?a. Use whiteboardsb. Need: 4 students: USSR, Britain, France, USc. Need: 4 students: East Germany; three quadrants of West Germanyd. Need: 4 students: East Berlin; three quadrants of West Berlin

• Perhaps just draw insteada. Photocopy outline map of Germany & Berlin

• Show students p. 789 in textbook (or wall map if there is one)4. Discovery Education Video segment: 4-5 min

America in the 20th Century: World War II: The World at War32:30-36:45

5. Accompanying PPT: The Effects of WWII 5-10 min

Need to do:• If Acting Out: Pull out whiteboards and mark accordingly• If Drawing: Photocopy map(s) of Germany (and Berlin)

**I decided that the most effective way to teach this would be to have students draw the division borders on and color a map of Germany. I led them in doing this by using the Document camera.**


Objectives:1. Students will analyze Truman's decision to drop the Atomic bomb.2. Students will be able to describe the effects of the A-bomb on Japan.

• Board objective: analyze why America dropped the A-bomb.

WYW: You are Harry Truman. Answer this question: What strategy will you use to defeat Japan?

Homework: Finish essay. Work on review sheets.

Step-by-Step1. WYW 3-5 min2. Pass out letter to the president & tell students to read it 3-5 min3. Analysis Time 24-33 min

• Students individually generate reasons why we should drop the A-bomb2-3 min

• Students individually generate reasons why we should not drop the A-bomb2-3 min

• Give students an opportunity to share their reasons with the class5-7 min

• Pass out For & Against sheets3 min

• Instruct students to read sheets and see how their reasoning compares5-7 min

• Instruct students to write the answer to the following question:7-10 min

◦ Ask students: “Which is better? Think about both sides and write down what you would do and why.”

◦ Have 5 or 6 students share what they wrote.4. Tell students to open their notebooks to WWII In the Pacific 1 min5. Annotate A-bomb section 5 min

• (maybe cut) Truman's comment after Hiroshima: http://en.wikipedia.org/wiki/Atomic_bombings_of_Hiroshima_and_Nagasaki

6. Annotate V-J Day section 5 min• Primary Document: Waterloo Daily Courier—“PEACE!” (p. 313 in WWII Extra)• Primary Document: The China Lantern—“Japan Quits!” (p. 314 in WWII Extra)• Primary Document: Illustrated Current News—Pics of Japan surrendering (p. 318)

7. Discovery Education Video: Atomic Bomb - August 6, 1945 3 min8. Accompanying PPT—The Atomic Bombs 7 min

**This lesson got off to a fun start. I began by telling my students that they were no longer 7th graders. Instead, they were all Harry S. Truman—that's right, the President!! When they answered the WYW, I did not address them by their names. Rather, I called them Mr./Ms. President. They loved it!!**

http://en.wikipedia.org/wiki/Atomic_bombings_of_Hiroshima_and_Nagasaki


Objective:1. Students will begin an illustrated timeline of WWII.

WYW: What happened to Germany after WWII?


Step-by-Step1. WYW 3-5 min

2. Answer review sheet questions 7-15 min

3. Explain the timeline project 3-5 min

a. Mrs. Kelly passes out timeline assignment

4. Pass out picture packets—students will have to share pictures 3 min

5. Students work on timelines Remaining time


Objectives:1. Students will be able to explain the effects of WWII on the world.2. Students will start a report card for America.

WYW: If you were one of the Allied Powers, what would you do after WWII ended?

Homework: Review Sheet


• Give students time to write down their answer.• Take 3-5 student responses

2. Answer questions about the review sheet 5-7 min3. Pass out & glue in notes 3 min4. Go over notes—Annotate as necessary 10 min5. Discovery Education Video segment: 4-5 min

America in the 20th Century: World War II: The World at War32:30-36:45

6. Accompanying PPT: The Effects of WWII 5-10 min7. Pass out report card packet 3 min8. Explain project 5-7 min9. Students begin work Remaining Time


Objective:1. Students will finish an illustrated timeline of WWII.

2. Board: finish my illustrated timeline of WWII

WYW: What did the Lend-Lease Act say?



2. Answer review sheet questions 7-15 min

3. Give students the answer to #23 (as an encouragement) 1 min

4. Students work on timelines Until 9:05/10:05

5. Have students turn in their timelines Last 5 min


Objective:1. Students will complete a report card project about America’s actions during WWII.

2. Board: design a report card for America’s actions during WWII

WYW: What do you think was the most significant effect of WWII?

Homework: Finish report card; outline for Monday’s essay (topic: A-bombs)

Step-by-Step:1. WYW 5 min

2. Take review sheet questions 5-10 min

a. Give students topic for Monday’s essay

3. Go over Report Card assignment 5-10 min

4. Students work on report card Remaining Time

Day 18—April 19

Inclusion & Visions

Objectives:

1. All classes: Students will complete a review game.

2. Visions students will complete their A-bomb essay.

WYW: Find your seat

HMWK: STUDY!!!

Pre-Class Set-UP:

1. Assign groups for Inclusion periods—four or five students to a group.

2. Divide desks into four groups.

3. Cue up review game (PPT)

Step-by-Step:

1. Instruct students to find their seat.

• Inclusion classes will have their names on desks.

• Visions classes will be allowed to sit where they want.

2. Inform students that they will be playing a review game today—Winning teams get Krispy Kreme donuts!!!

3. Notify Visions classes that only the first half on the period will be for the review game and the second half will be devoted to their essays.

4. Play review game.

5. Inclusion: Stop with 5-7 minutes left in class.

• Give winning teams donuts.

• Inform students their test will have something new: short answers. One will be required and one will be extra credit. Build them up—encourage them that they can do it—it’s only 3 sentences.

6. Visions: Stop with 25-30 minutes left in class.

• Give winning teams donuts.

• Pass out essays.

• Students who were absent on Friday may make outlines instead of write essay.

Day 19—April 20

Inclusion & Visions

Objective: Students will complete their WWII Unit Test.

WYW: None

HMWK: None

Pre-Class Set-Up: Arrange desks in testing formation (straight columns throughout room with desks separated from one another).

Step-by-Step:

1. Answer any last-minute questions.

2. Pass out Scantron sheets.

3. Pass out tests.