TEKS Lesson Plan/Unit Plan



TEKS Lesson Plan/Unit Plan

Texarkana Independent School District

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|Teacher: Sarah A. Huett Subject/Course: U.S. History |

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|Grade(s): Grade 11 Time frame: 45 minutes |

Lesson Plan Number: 98

Topic/Process: Aggression and War in Europe

Textbook: The Americans: Reconstruction to the Present, McDougall Littell

Ch 16, sec 2, pgs 536-541

Texas Essential Knowledge and Skills (TEKS): US1 A-B, US6 A, US 8 A

(1)  History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

(A)  identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

(B)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(6)  History. The student understands the impact of significant national and international decisions and conflicts from World War II and the Cold War to the present on the United States. The student is expected to:

(A)  identify reasons for U.S. involvement in World War II, including the growth of dictatorships and the attack on Pearl Harbor;

(8)  Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

(A)  create thematic maps, graphs, charts, models, and databases representing various aspects of the United States; and

TAKS: US1 A-B, US6 A

(1)  History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

(A)  identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

(B)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(6)  History. The student understands the impact of significant national and international decisions and conflicts from World War II and the Cold War to the present on the United States. The student is expected to:

(A)  identify reasons for U.S. involvement in World War II, including the growth of dictatorships and the attack on Pearl Harbor;

|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Conflict |Differences between people can create conflict. Social, economic and political oppression often |

| |create conflict. |

|Chronology |Chronology is important to the study of U.S. History. |

Sequence of Activities (Instructional Strategies):

1. Focus: Have students get out their maps of Europe and the Pacific that they created

in Lesson 96. Also have student get out materials to make a time line. Student

should also divide up into groups.

2. Cooperative Learning Activity: Have students create a timeline from March 1938 to

the Summer of 1940 that shows the German aggression and fighting in Europe.

Students should include the following events on their timeline: Invasion of

Austria, Munich Pact, Invasion of Czechoslovakia, Nonaggression Pact, Invasion

of Poland, Invasion of Finland, Invasions of Norway, Denmark, the Netherlands,

Belgium, Luxembourg and France, Surrender of France, Battle of Britain.

3. Lecture/Class Discussion: Discuss the events and timeline with the students.

Include a map of Europe to mark the aggressions and invasions (make

sure students mark their maps). You may want to include photographs of

some of the invasions and actions.

Questions to Consider in Lesson:

1) How did blitzkrieg contribute to Hitler’s early successes?

2) To what extent do you think lies and deception played in Hitler’s tactics?

3) At what point, in your opinion, did Hitler probably conclude he could take territory without any repercussions from Britain and France?

Assessment of Activities:

Classroom Observations

Classroom Discussions

Timeline

Prerequisite Skills:

1. Discussion Skills

2. Timeline Creation Skills

Key Vocabulary:

Appeasement, Munich Pact, nonaggression pact, blitzkrieg

Materials/Resources Needed:

Textbook, maps, paper, pens, map on overhead, projector, WWII photographs

Modifications: Allow students to have extended time to complete activities. Follow all modifications on students IEP.

Differentiated Instruction: Have students write an essay regarding Britain’s and France’s early reactions to Hitler’s aggression. Did they act appropriately? If they had acted earlier, could Hitler have been stopped? Were Britain and France also guilty of appeasing Hitler? Students should share their essays in a class discussion.

Teacher Notes:

Sample Test Questions:

1. The German military strategy depended on ____________ or lightening warfare.

A. kamikaze

B. blitzkrieg

C. stealth

D. slow-steady advances

2. Hilter and Stalin signed the ________________ in which they agreed not to act aggressively toward one another or attack one another.

A. nonaggression pact

B. Munich Agreement

C. Alliance

D. Friends Charter

Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.

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