Blueprint Template
Instructional Blueprint Template World War II
| |Topic: World War II |
| |Subject Area: American Cultures II |
| |Audience/Grade Level: 11th and 12th grade |
|ESSENTIAL |PURPOSE: FOLLOW STANDARDS|Identify and evaluate |Evaluate how continuity and |Identify and evaluate conflict | |
|ELEMENT: | |primary |change has influenced United |and | |
|Knowing your |A. Identify and evaluate |documents, material |States history |cooperation among social groups | |
|Standards of |the political |artifacts and |from 1890 to Present. |and organizations in United | |
|Performance |and cultural |historic sites important |• Belief Systems and Religions|States | |
| |contributions of |in United |(e.g., 20th century movements,|history from 1890 to the Present.| |
| |individuals and groups to|States history from 1890 |religions of recent |• Domestic Instability (e.g., | |
| |United |to Present. |immigrants) |Great | |
| |States history from 1890 |• Documents (e.g., Treaty|• Commerce and Industry |Depression, assassination of | |
| |to Present. |of |(e.g., corporations, |political and social leaders, | |
| |• Political Leaders |Versailles, North |conglomerates, multinational |terrorist threats) | |
| |(e.g., |Atlantic Treaty, |corporations) |• Ethnic and Racial Relations | |
| |Theodore Roosevelt, |Neutrality Acts) |• Innovations (e.g., the Tin |(e.g., internment camps for | |
| |Woodrow |• 20th Century Writings |Lizzie, radio, World Wide Web)|Japanese Americans, | |
| |Wilson, Franklin D. |and |• Politics (e.g., New Deal |Montgomery Alabama Bus | |
| |Roosevelt) |Communication (e.g., |legislation, Brown v. Topeka, |Boycott, land tensions with | |
| |• Military Leaders (e.g.,|Coolidge’s |isolationist/non-isolationist |Native Americans) | |
| |John |“The Business of America |debate) |• Labor Relations (e.g., rise and| |
| |Pershing, Douglas |is |• Settlement Patterns (e.g., |decline of industrial unions, | |
| |MacArthur, |Business,” King’s “I Have|suburbs, large urban centers, |free | |
| |Dwight D. Eisenhower) |A |decline of city population) |trade agreements, imports impact | |
| |• Cultural and Commercial|Dream,” Armstrong’s “One |• Social Organization |on domestic employment) | |
| |Leaders (e.g., Abby | |(e.g., compulsory school laws,|• Immigration and Migration | |
| |Aldrich | |court decisions expanding |(e.g., anti-immigrant attitudes, | |
| |Rockefeller, Langston | |individual rights, |quota laws, westward and | |
| |Hughes, | |technological |southward migration) | |
| |Alan Greenspan) | |impact) |• Military Conflicts | |
| |• Innovators and | |• Transportation and Trade |(e.g., World War I, World War | |
| |Reformers | |(e.g., expansion and decline |II, War on Terrorism) | |
| |(e.g., Wilbur and Orville| |of | | |
| |Wright, | |railroads, increased mobility,| | |
| |John L. Lewis, Reverend | |Internet) | | |
| |Dr. | |• Women’s Movement (e.g., | | |
| |Martin Luther King) | |right | | |
| | | |to vote, women in the war | | |
| | | |effort, | | |
| | | |Women’s Peace Party) | | |
| |URL : | |
| |The purpose of using the standards is to follow a designated format given by the state at which the curriculum of | |
| |the district is based. | |
|ESSENTIAL |Objectives: |
|ELEMENT: |Given the Pennsylvania State U.S. History, the teacher will create a differentiate learning environment incorporating the |
|Behavioral |essential elements and teaching/learning methods provided by the edtec 448 class |
|Objectives |Given the essential elements the teacher will discriminate web sites and lesson plans to arrange lessons that incorporate |
| |a web source while studying WWII. |
| |Given the essential elements and elements the students will follow the compare, compose, write and discriminate while |
| |exploring information of World War II. |
| | |
| |URL: |
| |The purpose of behavioral objectives is to have an outcome that is measurable, achievable and the student is interested |
| |and high cognitive level is research |
| | |
| | |
|ESSENTIAL |Activity 1-Listen to Winston Churchill |
|ELEMENT: |The students will go to the site and listen to Winston Churchill. They will then discuss Winston Churchill’s |
|Anticipatory Set |involvement in World War II and his significance in history. |
|or Gaining |METHOD: Active Learning |
|Attention | |
| |URL : |
| |The role of the URL is to provide a link for the students to have a primary source to actual listening to a historical |
| |figure and not just reading about the person |
| | |
| | |
| |Activity 2-Radio Broadcast for a Radio Show during WW2 |
| |The students after listening to Winston Churchill-may chose another individual from WW2 and listen to his/her speech. The|
| |students will work in collaborative groups to create a news broadcast of WW2 action, with comedy routines and information |
| |on WW2. They will be given an opportunity to publish their work on CD, weblink or ipod |
| | |
| |METHOD: Active Learning and Collaborative Learning |
| | |
| |URL: |
| |The role of the URL is to provide a lesson plan format and a resource list so the teacher is able to manipulate change or |
| |add to the present lesson plan on WW2 |
| | |
| | |
|ESSENTIAL |Activity 1-Interviews with children that were 9 and 11 during WW2 |
|ELEMENT: |Youtube presents actual individuals that experienced WW2 first hand. The students will watch the interviews and write |
| |their own “fictional” story of living during war time. The students will be active in the learning process through |
|Activating Prior |writing, listening and forming the relationship between the present and the past |
|Knowledge |METHOD: Active Learning |
| | |
| |URL: |
| |The URL is given to the students to work independently on viewing a person from the WW2 era and surmising a fictional |
| |story on their own |
| | |
| | |
| | |
| | |
| |Activity 2- Interview Adolf Hitler on a Podcast |
| |After the students viewed the Youtube interviews and created a fictional story, the students will compare the podcast to |
| |the interviews given. The students will formulate questions in collaborative groups as if they were a news reporter |
| |interviewing Hitler. They may publish their interview on a podcast |
| |METHOD: active learning collaborative learning |
| | |
| |URL: |
| |The URL role is to give the students the opportunity to hear and distinguish propaganda from facts of WW2. |
| | |
| | |
|ESSENTIAL |Activity 1-Propaganda: Analysis of WW2 Posters |
|ELEMENT: |The students after they have presented their “fictional stories” and interview with Hitler. The students will investigate|
|Modeling |the term propaganda. The student will view propaganda posters, listen to speeches and make informed judgments on how |
| |propaganda affected Hitler’s reign. The students will create their own propaganda on WW2. |
| |METHOD: Present |
| | |
| |URL : |
| |The URL role is to provide background for the teacher and sites before proceeding into the read write think to create a |
| |poster. |
| | |
| | |
| | |
| |Activity 2-Propaganda-Japanese internment camps |
| |The students will be divided into groups and participate in a learning activity of role playing. The students must decide|
| |the essential items they need to bring with them into the internment camps. The activity will allow for discussion and |
| |debate. T |
| |METHOD: |
| |Guide and collaborative learning |
| | |
| |URL : |
| |The URL role is a lesson plan to provide primary source documents and a format of collaborative learning. |
| | |
| | |
|ESSENTIAL |Activity 1- Video clips from PBS on WW2 |
|ELEMENT: |The students will chose a seaman, a journalist or a person from the home front. They will access the PBS site and view |
|Checking for |the video clips available. The student will work in groups of 4 to create a radio interview about the individuals seen in|
|Understanding |the films. This is a second opportunity to create and design an interview from WW2 |
| |METHOD: |
| |Guide and Collaborative Learning |
| | |
| |URL : |
| |The URL role is to provide the video clips for primary source and add any additional information needed for the interview.|
| |This is a visual experience of a primary source |
| | |
| | |
| | |
| |Activity 2-Mock Trial: Japanese Internment |
| |The students will research information of Japanese relocation. The students will use their role playing experience from |
| |being an internment individual to dramatize a mock trial of Japanese individuals fighting for their 5th amendment rights. |
| |The students will determine roles and carry out the mock trial to determine if any rights have or had been violated |
| |METHOD: Collaborative Learning |
| |Problem Based Learning |
| | |
| |URL |
| |The URL role is to provide a lesson plan format for the teacher to use within the classroom. |
| | |
|ESSENTIAL |Activity 1- World War 2 Web Quest |
|ELEMENT: |The students will use the Web Quest to research a topic of WW2. The students will take in active role in developing |
| |deeper knowledge of WW2. The students will be able enhance their word processing skills and research skills in this quest|
|Guided Practice |for knowledge |
|and Independent |METHOD: Problem Based Learning |
|Practice | |
| |URL |
| |The URL is the link to the Web Quest for the students to choose a topic, link to other prescribe sites and formulate and |
| |discriminate ideas to compile a written research paper. |
| | |
| | |
| |Activity 2- Comparing WW2 with other countries |
| |Many of the textbooks created are written by the “group” that won. The students will investigate textbooks from around |
| |the world on line from a prescribe site and have the ability to communicate with other students internationally on |
| |bulletin boards. The students will examine each textbook and create questions to ask other students how their textbook |
| |relays information. This will give the students the opportunity to defend or judge other written text. The students |
| |through discussion will be able to problem solve a real world issue of how history is interpretated |
| |METHOD: Collaborative Learning |
| |Problem Based Learning |
| | |
| |URL |
| |The URL role is to provide a background lesson plan and a link to textbooks on line. |
| | |
|ESSENTIAL |Activity 1- Breaking the Code |
|ELEMENT: |After researching and viewing a segment of Wind talkers the film the students will try to stump their fellow classmates by|
| |making their own code. The students will use the websites provided to them on math and science. The students will be |
|Motivation |motivated to figure out each other’s code |
| |METHOD: Active Learning |
| | |
| |URL |
| |
| |tml&original= |
| |The URL role is to provide a lesson plan and links to math and science sites. The teacher will be able to access these |
| |sites on a p-board giving the students background before creating their code. |
| | |
| | |
| |Activity 2-Family-Looking at families experiencing WW II: Think Quest |
| |A different type of Web Quest, the students will be able write journals, design a artifact box etc. The students will |
| |follow a family on the homefront, taking an active role in the lives of individuals during WW2. The activity will engage |
| |the students into formulating connections to families of the past |
| |METHOD: Active Learning |
| | |
| |URL |
| |The URL role is a Think quest site where students are able to go into another families’ life and interact the subject |
| |matter |
| | |
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