Goals & Objectives



WWII ‖ WWII Leaders Trading Card GameGoals & ObjectivesStudents will describe and understand political, military, and diplomatic leaders during World War II.Students will create and share trading cards.Students will investigate and summarize the significance of their assigned leaders onto a trading card which will be used as a study aide.California State Content Standards 10.8 Students analyze the causes and consequences of World War II.4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower)Common Core Literacy Standards HYPERLINK "" CCSS.ELA-LITERACY.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social SS.ELA-LITERACY.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. HYPERLINK "" CCSS.ELA-LITERACY.WHST.9-10.2.A Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension HYPERLINK "" CCSS.ELA-LITERACY.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.Driving Historical QuestionWhat was significant about the political, military and diplomatic leaders of WWII?Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10 Min.Teacher will have a four corners activity set up in the computer lab. One corner of the room will be strongly agree, one will be agree, one will disagree, and one will be strongly disagree. The teacher will make a variety of statements about what makes an effective leader. The students will then walk to the corner of the room that corresponds to their belief about the statement. Teacher will randomly select students by pulling a stick to share their ideas and why they chose to go to that specific corner. Vocabulary (Content Language Development) ‖ Time: Throughout LessonBenito MussoliniDwight EisenhowerWinston ChurchillAdolf HitlerJoseph StalinFranklin D. RooseveltNeville ChamberlainJoseph StalinCharles DeGaulleHarry TrumanEmperor HirohitoHideki TojoDouglas MacarthurOther vocabulary from other lessons throughout unit will be utilized as well.Content Delivery (Method of Instruction) ‖ Time: 10-15 Min. Day One:Teacher will distribute the student directions for the activity, and then will go over directions with the students to ensure that they understand the activity. She will divide the students into groups of four and will tell them that each member is to chose one group of leaders (each group member will have a different group of leaders). After they choose their groups, tell students that they are to use the internet to research information on their leadersTeacher will monitor students as they work in the computer lab for the rest of the periodTell students to have their trading card activity completed the next time they come to class and remind them of the importance of completing the task because the rest of the group will be depending on them.Day Two:Teacher will collect the templates for each WWII leader that the individual students have created for the teacher and will tell students to get back in their groups and exchange the trading cards so that everyone in the group ends up with all 12 leaders. Tell students that in their groups, they are to use the trading cards to help each other study to prepare for a game they will be playing toward the end of the class. Walk around and listen to student conversations to see if they are on task and exchanging the right informationGet students ready for the SNAKE review game. Student Engagement (Critical Thinking & Student Activities) ‖ Time: Day One:Students will listen to instructions given by teacher about the trading cards activity. They will get into groups of four and each member will chose either group:Benito Mussolini, Dwight Eisenhower, and Winston ChurchillAdolph Hitler, Franklin D. Roosevelt, and Neville ChamberlainJoseph Stalin, Charles DeGaulle, and Harry TrumanEmperor Hirohito, Hideki Tojo, and Douglas MacarthurWhile in the computer lab, students will research information about their leaders and their significance during WWII. They will summarize the information they find significant for each leader in their group, and type it up. They will also find a picture of each leader to use on the trading card. For each leader, they are to print and cut out the picture of each leader and glue it on an index card (3X5) then cut and glue the information they found on the back of the card (examples below). Each student will create a total of five trading cards for each leader.Day Two:Students will give one card of each leader (3 trading cards per student) to the teacher, and then will pass out the remaining cards to their group members, keeping one of each leader for themselves. Each group member will, therefore, end up with all 12 leaders. The students will then work in their groups to study the trading cards. They will quiz each other, and inform each other of the significance of each leader. Lesson Closure ‖ Time: 20 Min.Display the WWII Leaders SNAKE Game on the overhead, place directional arrows around the room, and review the rules with the students. She will tell them:Get out a piece of paper and write “Do Not Move” on itRead question about the leader and answer it on the piece of paperSee if your answer is correct, if it is correct, stand up and look toward the direction that the arrow nearest your desk is pointing. If your answer is incorrect, remain seated. Either way, keep the piece of paper you wrote on, on the desk.Wait for me to say MOVE! After you hear the cue to move, move the direction the closest arrow is directing and find the closest available seat. You will use the piece of paper on this desk to answer the next question. Continue this process until the first person to get back to their desk, or passed their desk; this person will be the winner!Assessments (Formative & Summative)Formative: teacher will monitor students’ understanding as students are working in the computer lab and in groups during the review session. The SNAKE game will also serve as a formative assessment since it will inform the teacher of the knowledge that the students have gained about the leaders of WWII.Summative: The cards that the students turn in to the teacher will be graded and used as a check for student understanding. Accommodations for English Learners, Striving Readers and Students with Special NeedsThe cards will be a great activity for English Learners, Striving Readers, and Students with Special Needs. Summaries that are placed on each card will be simplified and significant and the picture will allow students to have an image to associate with the information. By having students work in groups, they can help each other learn the content and will reduce the workload on each individual student. The teacher circulating and monitoring students will also accommodate these specific learners because they will be able to ask teacher for assistance and clarify instructions if need be. Resources (Books, Websites, Handouts, Materials)SNAKE Game PowerPointIndex Cards ................
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