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BELMONT UNIVERSITY

DEPARTMENT OF EDUCATION

Building together for excellence in education

Lesson Planning Document

1. General Information-2.2013

Lesson 2

2. Topic: WWII

3. Subjects Integrated: Literacy

4. Readiness and Background Knowledge

5. Goal/s

• CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

• CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

6. Objective/s

Student learning objectives:

1. Compose elaborated graphic organizers expressing and supporting their judgments regarding United States’ entries into World War II.

Teacher learning objectives

1. The teacher will be able to effectively model how to create a graphic organizer.

7. Resources and Materials

Worksheet created by teacher with graphic organizer. PowerPoint . Handouts.

8. Classroom Arrangement

The desks are divided into two sections that are facing toward the main dry erase boards and the overhead projector screen. There is space down the middle for teacher to walk while presenting.

9. Instructional Model, Procedures, and Strategies:

a) Attention signal

(1-2 minutes) I will walk to the front of the classroom and raise my hand to get their attention. Once everyone is quiet, I will immediately begin to call roll.

b) Opening and Advanced Organizer

(4 mins.)

I will go over agenda.

1) Hook

2) Background Info

3) Break students into groups

4) Students read their sections

5) Students present on their topic

6) Students receive letters and organize accordingly

c) Behavioral Expectations (these expectations have previously been discussed and modeled by mentor teacher)

Students will respect the speaker when he or she is speaking.

Students will be silent when instructions are presented.

Students will raise their hands if they have comments or questions about the assignment.

d) Instructional Steps

1. Discuss the concept of isolationism. Ask the class why the American people were so reluctant to become involved in Europe and the Far East, as the clouds of war grew steadily darker? This reluctance continued until the United States was attacked by Japan on December 7th, 1941. Encourage students to consider economic, geographic, political and social reasons for isolationism.

2. Before beginning this step, designate a large enough area in the room to hang fourteen 8 x 11 worksheets horizontally. Give pairs of students two copies of “From Isolation to Pearl Harbor” Supplemental Materials (SS100404). Assign each pair one of the actions or events below. Explain that each of these events or actions occurred before the United States entered the war. Have students research the action or event using books and Internet sites listed under Student Resources. Instruct students to complete both copies of the handout. One copy is hung in the designated area the other is kept by the students. As much as possible, students should hang handouts in chronological order.

• Neutrality Acts of 1935, 1936, 1937 and 1939

• Panay Incident

• Quarantine Speech

• Arsenal of Democracy speech

• Four Freedoms speech

• United States Response to Fall of France and Battle of Britain

• Havana Conference of 1940

• Committee to Defend America by Aiding the Allies and America First Committee

• Destroyer Bases Deal

• Lend-Lease Act

• American Neutrality Patrols and Naval Convoys

• Atlantic Charter

• Japanese Embargo of 1940 and 1941

• Japanese/U.S. Negotiations

3. As handouts are completed, students read their classmates research, take notes and create a timeline of all the topics researched. Instruct students to prepare for a discussion of all the events and have questions ready for their classmates.

4. Have students look at the timelines they created. Ask:

• Does the timeline indicate any patterns or trends?

• Did President Roosevelt try to keep the United States out of war or did he move the United States steadily toward entry into the war?

• Is there evidence that the Axis powers tried to push the United States into the war?

• Did the American people believe the war would reach the shores of the continental United States?

Allow each pair of students to answer questions about their event/action. Make sure each pair specifically addresses the question of whether it contributed to isolation or moved the country closer to war.

5. Give students a copy of President Franklin D. Roosevelt’s December 8, 1941 war message to Congress. This is listed as FDR Pearl Harbor Speech in the Teacher Resource section. Give students time to read the speech, then play the “Declaration of War” radio address which can be found at: (This is a Real Player file.) Ask:

• Did hearing President Roosevelt’s voice give the speech more impact?

• On December 8, 1941, the day after the attack on Pearl Harbor there was a declaration of war resolution put before the Senate and the House. Not surprisingly, it passed unanimously in the Senate and with only one negative vote in the House. If that same vote had been taken on December 6th, how might that vote have been different?

• Why was there such shock and outrage that Japan had attacked Pearl Harbor? Was there no indication that Japan might attack?

• Was the American public well informed about the deteriorating relationship between Japan and the United States?

• Were there errors made by the United States that, if corrected, would have resulted in fewer deaths as a result of the attack?

• Was it necessary for the United States to be attacked on it’s own shores to bring the nation into the war? Was this related to the period of isolationism discussed earlier?

• On September 11, 2001 a surprise attack was successfully carried out against the United States. In what ways was that attack similar to the attack on Pearl Harbor and how was it different?

• Why is American unity so crucial during wartime?

• Is there evidence to suggest that President Roosevelt and his commanding officers allowed Pearl Harbor to be bombed to create that unity?

5. Close the lesson by debriefing the material students have examined, also have students consider :

Application Beyond School

Although the global economy is becoming more integrated, the United States retains much of its isolationist sympathies. It is not unusual for citizens to be disgruntled about continuing aid to foreign countries and paying our promised contributions to international organizations. It takes a catastrophic event to remind us that our decisions and lifestyle have an enormous impact on others halfway across the globe and that we depend on others to provide the products we use to maintain our lifestyle. To remind students, have them spend an evening examining the product labels on shirts, tennis shoes, book bags, calculators, automobiles, cell phones, etc. and record the country of origin. The next day write the names of the countries on the board. Before long, the United Nations will be represented. A subsequent guided discussion may include such topics as fair wages, child labor, free markets, “Made in America”, etc.

Lesson Closure

(2 min) Review the main ideas, and ask students why this is important for them to know (open- ended question).

e) Feedback and Evaluation

As the students are working on the worksheet in class, I will circulate the room to provide feedback and answer any questions or address any confusion.

9. Modifications

Handouts and visuals from PowerPoint will allow multiple different learning styles to be utilized. Students are also paired for the assessment piece which may further alleviate anxiety and allow them excel. I am utilizing writing, speaking, and reading.

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