DRAFT: This module has unpublished changes.
DRAFT: This module has unpublished changes.

LESSON PLAN TITLE

 

World War II

BIG IDEA

Conflict

RELATED NCSS STANDARD

Time, Continuity, & Change A:

  • Demonstrate an understanding that different people may describe the same event or situation in diverse ways citing reasons for the differences in views

ESSENTIALQUESTION

Is violence ever justified?

MATERIALS

  1. Primary documents
  2. Maps
  3. Literary texts
  4. Audio/visual aids
  5. Graphic organizers
  6. Handouts

Audio/Visual Aid:

GOALS STATEMENT

  1. Basic Skills Development
  2. Procedural knowledge
  3. Information knowledge
  • Students will review a video on WWII and inquiry on the US involvement with WWII.

 

  • Students will write in their journals their personal encounter when they had a real bad conflict they did not like.

 

  • Students will watch Pearl Harbor Day Attack, after the video we will discuss and critique the video accordingly. They will also note-take any information they find informative and might want to share in our discussion.

 

  • Students will answer a few questions following the video to reflect on what transpired in the video.

INSTRUCTIONAL SEQUENCE

  1. Motivation/attention-getter
  2. Review
  3. Content Presentation
  4. Active Learning
  5. Debriefing
  • Students will share a time in their life when they were in a real bad conflict and how they solve the problem.

 

  • Students will also write in their journals the story they are sharing with the class.

 

  • The road to war between Japan and the United States began in the 1930s when differences over China drove the two nations apart. In 1931 Japan conquered Manchuria, which until then had been part of China. In 1937 Japan began a long and ultimately unsuccessful campaign to conquer the rest of China. In 1940, the Japanese government allied their country with Nazi Germany in the Axis Alliance, and, in the following year, occupied all of Indochina.  The United States, which had important political and economic interests in East Asia, was alarmed by these Japanese moves. The U.S. increased military and financial aid to China, embarked on a program of strengthening its military power in the Pacific, and cut off the shipment of oil and other raw materials to Japan. Because Japan was poor in natural resources, its government viewed these steps, especially the embargo on oil as a threat to the nation's survival. Japan's leaders responded by resolving to seize the resource-rich territories of Southeast Asia, even though that move would certainly result in war with the United States. After watching the film, how would you have felt in 1941 after Pearl Harbor was attacked?

 

  • Students will work in pairs, forming questions to ask their peers about the video. They will become the teacher and ask any question they want to ask pertaining to the video. They will have the opportunity to have a class debate on any issues that they do not agree to from watching the video.

 

  • Students will conduct a survey with all the six grade students, asking Should America have not put their nose in a situation they had no part take in?

PRACTICE: (IN-CLASS OR H.W.)

Students will write a one page reflection on the video that was watched in class. They should include supporting details from the video and embrace any personal connections.

ASSESMENT

I will assess my students on their grammar, punctuation, and spelling. I will also take into account if they met the requirements of the assignment, such as page requirements, examples and personal connections.

 

 

DRAFT: This module has unpublished changes.