Ultimate Arts Integrated Lesson

Modified for the Field Instructional Design Plan (IDP #1-3) (Field I & II)
Name: Julia Marin

Date: December 6, 2016

Lesson Title: Post WWII

Grade Level(s)/Course: 6th/Social Studies

Add lesson elements in blank boxes below explanation/directions.

Learning Central Focus: Teacher Readiness

Central Focus:
Students will have just finished studying World War II and the effect on countries economies during the war.
Now, students will be focusing on the economies after the War. Specifically, they will be looking at the U.S. and
British economies to tie into the Pop Art Movement.
Essential Question(s):
What impacts can war have on people and countries? How can it affect economies and societies?
Related NCSS Theme(s) and explanation of relationship to theme(s)
Dimension 2: Applying Disciplinary Tools and Concepts
o History and economics: students will be studying the history and effects of WWII on the economies of
Britain and the United States. They will connect what they learned about production and other economic
factors during the war to the results after the war.
Related Wisconsin Model Academic Social Studies Standard(s):
B.8.2 Employ cause-and-effect arguments to demonstrate how significant events have influenced the past and
the present in the United States and World History
B.8.3 Describe the relationships between and among significant events, such as the causes and consequences of
wars in the United States and world history
Student Learning Objective(s):
Student will identify and explain the effects of World War II on the economies of the countries involved.
Context Where does this fit within a unit/topic/etc.
This would be taught after completing a unit on WWII. Students will have just learned about the economic status
of countries during the war and connect it to the economic affects after the war.
Prior Academic Knowledge and Conceptions:
Students will need to know the economic states of countries during WWII to understand the post-war effects
Classroom set up:
Classroom would be split into two sides
Boxes would be available for British students in which they can put their belongings (represents economic
struggle)
o American students would then take their belongings (represents economic boom)
Materials (attach hard copy):
American/British labels
Boxes for consumer goods
Differentiation Planned Supports:
Students will be assigned into specific groups (i.e. student leaders will be split into different groups)
Each group will have roles (note-taker, researchers, speaker)
Students will be allowed to present their material in various forms (song, poem, PowerPoint, poster, skit, etc.)

Instructional Strategies and Learning Tasks

RIO Element: Provide the step-by-step description of what the teacher (you) will be doing and/or what the students will be doing (Instructional
Strategies) in bulleted-command format.

STUDENT READINESS
Engagement:
Students would come into the classroom as either British or American post war. British have to pass off their things to Americans prompt discussion as to how American consumerism rose and British had to rebuild

Purpose Statement:
How did you feel when you had to give up your material items? How did you feel when you got more material items? How do you think
this relates to our recent history discussions? (Allow students to make connections before giving input)

INPUT
Instruction/Model/ Formative Assessments Strategies:

Clearly label your Instruction, Modeling, and Formative Assessment Chunks throughout this plan.

Instruction:
Pop art originated in Britain (post-WWII in 1950s)
o They were still recovering from the war
o London needed much rebuilding
o 1948: Marshall Plan (economic recovery program)
There was an American consumer boom after WWII
o U.S. experienced economic growth
o Corporations grew larger
o TV was marketed after the war
American advertising served as subject for British pop artists
o British and American pop art are still different - different points of view
Model:
Complete a class Venn Diagram comparing U.S. and Britain post WWII
o Discuss consumerism, rationing, housing, rebuilding etc.
Formative Assessment:
Students will complete a 3-2-1 chart as an exit ticket
Guided Practice:
Before modeling, students will be divided into research groups and assigned areas affected after WWII
(economics, geography, leadership, society, etc.) and conduct research to share with the class on their expert topic
Students will share information via gallery walk or brief speaker explanations
Students will be asked to make post-war connections to during the war or different countries or different research
topics
OUTPUT
Assessment (Application) and Closure Strategy:
Summative Assessment:
Arts integrated assessment (consumerism)
Closure:
Have students complete the 3-2-1 chart and share one thing they wrote down with the class
ENRICHMENT
Possible enrichment experience(s):
Have a possible visitor come into the classroom who lived during the time period; students would prepare
questions ahead of time to ask and make a welcome poster for guest speaker