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Westside High School Lesson PlanTeacher Name:Kindred / BarrowUnit Name and #:Period 7: 1890 - 1945Course:AP U.S. HistoryDates:March 2 – 6, 2020 Monday 3/2What are we learning?Daily Objective:I can analyze America’s foreign policy decision during the years prior to World War 2.TEKS/AP/Standards:Key Concept 7.3 B World War 1 and its aftermath intensified ongoing debates about the nation’s role in the world and how best to achieve national security and pursue American interests.How will we learn it?Learning Activities: Cooperative Learning: Foreign Policy during the Interwar Years – Students will create a timeline that illustrates American foreign policy between World War 1 and World War 2. Students must depict the event on the timeline and explain whether the action is evidence of interventionist or isolationist foreign policy. Events to include in the timeline are: Treaty of Versailles, Washington Naval Conference, Kellogg-Briand Pact, Stimson Doctrine, Neutrality Acts, Lend-Lease Act, Atlantic Charter.How will we tell if we’re learning it correctly?Assessment Methods: TimelineChecks for Understanding: Class DiscussionCritical Writing / Small Group Discussion QuestionsSG: Was there more continuity or change with regards to America’s foreign policy during this time period?How did each event exhibit isolationist or interventionist goals?CW: TimelineWhat do I need to before next class?Follow Up/HW: Finish reading Chapter 24 – Quiz tomorrow Read Chapters 25 & 26 – Double Chapter Quiz on Monday, March 9th Tuesday 3/3What are we learning?Daily Objective: I can analyze the continuities and changes over time regarding America’s foreign policy in the years prior to World War 2. I can analyze the leadership of World War 2 military leaders and the strategies they implemented in the European and Pacific theatres. TEKS/AP/Standards:Key Concept 7.3 B World War 1 and its aftermath intensified ongoing debates about the nation’s role in the world and how best to achieve national security and pursue American interests.Key Concept 7.3 C U.S. participation in World War II transformed American society, while the victory of the United States and its allies over the Axis powers vaulted the U.S. into a position of global, political, and military leadership.How will we learn it?Learning Activities: SAQ Writing Practice: American Foreign Policy – Students will respond to an APUSH Short Answer Question (SAQ) regarding isolationism prior to entry into World War 2.Independent Practice: World War 2 Graphic Organizer– Students will complete a Flexagon that highlights World War 2 military leaders, and key battles in Europe and the Pacific.Exit Ticket: Chapter 24 Quiz – Students will answer 10 multiple choice questions on their assigned reading this week.How will we tell if we’re learning it correctly?Assessment Methods: WebquestChecks for Understanding: Class DiscussionCritical Writing / Small Group Discussion QuestionsSG: In a climate of isolationism, President Roosevelt provided a strong voice for internationalism. How did the president show his preference for American involvement abroad before Pearl Harbor?What steps did the United States take between March and December of 1941 to mark out a path toward war?What factors enabled an Allied victory in World War 2?Why did the U.S. government decide to drop the atomic bomb? Was it the right decision?CW: FlexagonWhat do I need to before next class?Follow Up/HW: Read Chapters 25 & 26 – Double Chapter Quiz on Monday, March 9thBlock Day 3/4-5What are we learning?Daily Objective: I can compare the experiences of American citizens on the home front during the Second World War.TEKS/AP/Standards:Key Concept 7.3 C U.S. participation in World War II transformed American society, while the victory of the United States and its allies over the Axis powers vaulted the U.S. into a position of global, political, and military leadership.How will we learn it?Learning Activities: Cooperative Learning: Life on the Homefront – Students will visit different stations analyzing the effect of the Second World War on the Homefront. Students will submit a DBQ Pre-Write at the end of the activity. EDIT Doc Usage and Doc SourcingIndependent Practice: APUSH Multiple Choice Drill – Students will answer 10 AP style multiple choice questions assessing their knowledge of the Great Depression and World War 2.Exit Ticket: STAAR Quiz #6How will we tell if we’re learning it correctly?Assessment Methods: DBQ Pre-WriteChecks for Understanding: Class DiscussionCritical Writing / Small Group Discussion QuestionsSG: What roles did minority group members play in the conduct of World War II? How did the war change the lives of American minorities?What sorts of roles did American women play during World War II to support the nation’s war effort?CW: DBQ Pre-WriteWhat do I need to before next class?Follow Up/HW: Read Chapters 25 & 26 – Double Chapter Quiz on Monday, March 9thFriday 3/6What are we learning?Daily Objective:I can analyze the causes & effects of the Holocaust.TEKS/AP/Standards:Key Concept 7.3 C U.S. participation in World War II transformed American society, while the victory of the United States and its allies over the Axis powers vaulted the U.S. into a position of global, political, and military leadership.How will we learn it?Learning Activities: Document Analysis: The Holocaust – Students will analyze a variety of resources, from Nazi propaganda to interviews with Holocaust survivors, to understand the experiences of Jews living in Europe during World War 2.How will we tell if we’re learning it correctly?Assessment Methods: Analysis QuestionsChecks for Understanding: Class DiscussionCritical Writing / Small Group Discussion QuestionsSG: How did Nazis shape the perception of Jewish people?How did Jews resist Nazi ideology & aggression?CW: Document AnalysisWhat do I need to before next class?Follow Up/HW: Read Chapters 25 & 26 – Double Chapter Quiz on Monday, March 9th ................
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