Title: World War 2 (Day 1)

Grade and Subject: 11th grade U.S. History

1. LESSON AND ASSESSMENT PLAN CONTEXT
FOR edTPA SUBMISSION CUT FROM edTPA LESSON PLANS and
USE IN TASK 1: CONTEXT FOR LEARNING INFORMATION
This lesson will cover the causes of World War 2 and the impact of
the United States involvement. The Japanese attack of Pearl
harbor will be a focus of the lesson. The lesson will also examine
the lend-lease act and the effect that it had on the United States
participation with World War 2. It will also cover the Pacific
Theater which will examine the United States participation in the
Overview
Battle of Midway and the Atomic bombs. The repercussions of the
atomic bombs will be touched on but the main summary of that
choice will be discussed in a later lesson in this segment.
Soldiers life during the war will be a main focus paying specific
attention to the delivery of medical supplies and loss of life.

The context is a densely populated, suburban setting, filled with

younger families and people from various backgrounds. The
majority of the students are African American, a handful of Latino
students and a few Caucasian students live in the community
which feeds into this school district. The students come from
majority lower income families while a few are from the lower-
middle class. Within the school, there are 74.6 percent African
American students, 12.8 percent Latino students and 7.1 percent
Caucasian students. 66 percent of the students at the school
qualify for free and reduced lunch. Within my classroom, all of
the student speak and fully understand English but there are four
students that need extra assistance with understanding language
Student
and terms because of lower reading levels. There are a few
Background,
students that truly want to do well but need encouragement from
Culture, and
a good teacher to excel. While other students seem to believe
Context
they are unable to excel and are destined to continue the poverty
cycle of their parents. This lack of confidence in their intelligence
is due in large part to misguided praise from previous educators
(Dweck, 1999). Lastly, there are nine IB students with no
diagnosed special abilities but who are currently assigned to
higher-level classes, above normal grade level, because of
elevated achievement levels in previous courses. As this school is
located in part of the counties older area many of the academic
tools, athletic programs and equipment are not as up to date as
their neighboring schools. The students are very aware of this
and it often comes up in conversation, which I believe affects
these students perception of self-worth in their community.
Rationale First off, this particular lesson segment was developed for these
students because it covers the Georgia standards required for this
class. This lesson is the first in a three day lesson segment
therefore the strategy for delivery begins with note taking and
 background information. This will prepare students for the
following lessons which will require students to draw upon this
previously learned background knowledge. The content has been
separated in two different ways for the spate lessons. For this
lesson, the first in the three days, background knowledge and a
summary of the major events in the war will be covered. The
second day in the lesson segment will focus on the War over seas
and follow a chronological timeline of the War and its effect. Then
we will transition this lesson to backtrack chronologically and
start over with the War and its effects domestically in the United
States. It will develop the scenarios occurring with regards to civil
liberties, propaganda and growth of the federal government. The
third lesson on the third day in the lesson segment will focus on
the end of the war, its consequences globally and domestically
and the effect of the decision to use nuclear weapons. This lesson
segment choice was made so that students will develop
separately the effects of World War two for the soldiers abroad
and the American people domestically; As well as the lasting
effects that the War had after it had ended. During the second
and third lesson the students will watch short video clips. This is
important for this lesson segment because it brings to life the
reality of war propaganda and tragic nature of Nuclear weapons.
These students respond well to visual representations of history.
Because of the current state of the globe in regards to warfare
and terrorism that many countries around the world are
experiencing today, it is necessary that these students learn
about the nature of World Wars and the effect that even wars
over seas have on the United States. Students will be able to
make connections between the severity of World War two and the
decisions that our world leaders today are having to make about
War. These lesson segments meet the needs of secondary
students because it challenges them to make global connections
and bring forth several units of prior knowledge. Nearing the end
of this course, it is pertinent that these students exercise their
analysis of global affairs and the role of the United States in those
affairs through individual discovery. However, while they are
encouraged to take initiative in sorting through this information
they will be directed with tools such as question prompts and
documents which meet their reading levels.

2. LESSON AND ASSESSMENT PLAN LEARNING OBJECTIVES

1. Was the road to World War II inevitable? What were its
Purpose of the causes?
Lesson: Central 2. How did the role of the U.S. in world affairs change as a
Focus result of World War II?

Learning a. Investigate the origins of U.S. involvement in the war

Objective(s) including Lend-lease and the Japanese attack on Pearl
 Harbor.
b. Examine the Pacific Theater including the difficulties the
U.S. faced in delivering weapons, food, and medical
supplies to troops, the Battle of Midway, Manhattan Project
and the dropping of the atomic bombs.
Thus far, I have recognized that this particular class is very well
behaved in terms of staying on task and participating in class
discussion and activity. However, I have arranged my desks so
that they are in separated rows that are spaced out enough to
discourage side chatter. I will be fully prepared with my
PowerPoint already loaded on the screen before my students
arrive as well as have the written essential question up on the
board for students to get started on before class officially begins.
The white board which has the PowerPoint projected on it will be
in the front of the classroom where all of the desks have a clear
view of it. Materials needed for the days lessons including
Facilitation & handouts, will be organized at the front of the classroom within in
Safety my reach for quick delivery. I will handle interruptions as they
appear In a calm manner, which directly addresses the student
and silences the problem. If it occurs more than once I will ask
the student to remain after class to discuss the issue. This way,
my concerns are voiced but additional class time is not wasted.
When we are transition from section to section I will hold a couple
minutes for review and questions so that students are aware of
the summation and given an opportunity to correct any
uncertainties they have. Unique to todays lesson, I will be
walking around the room constantly during the movie in order to
make certain that every student is on task.

Language Synthesize
Academic Language

Function
Vocabulary
Students will demonstrate that they can synthesize causes of
world war 2 and the United states role by speaking aloud in
response to probing questions during our PowerPoint lecture.
While going through the presentation students will be given the
opportunity to share their thoughts, questions and comments
aloud with the rest of the classroom. How well they can take note
of and evaluate the conditions leading up to the war which
contributed to its outbreak will be obvious in the connections they
make to previous lessons. They will also write in response to the
essential question and ticket out the door to demonstrate their
ability to synthesize the overarching causes that lead to WW2. I
will direct students to include their background knowledge from
the units that covered the years leading up to WW2 to make their
response stronger in their ticket out the door.
otalitarian state
country where a single party controls the government and every aspect of
people's lives
Fascism
rooted in militarism, extreme nationalism, and blind loyalty to the state;
dictators vowed to create new empires
aggression
warlike act by one country against another without a just cause
scapegoat
a person or group of people on whom is blamed for others' problems (like in
WWII, Jews for Germany)
Nazis
member of the National Socialist German Worker's Party; under Hitler's
command
concentration camp
prison camp for civilians who are considered enemies of the state
appeasement
practice of giving in to aggression in order to avoid war
Nazi-Soviet Pack
agreement signed between Hitler and Stalin in 1939 in which the two
dictators agreed not to attack each other
blitzkrieg
"lightning war"; swift attacks launched by Germany in WWII during the
night
Axis
WWII military alliance of Italy, Japan, Germany, and 6 other countries
Allies
WWII military alliance of Britain, France, Soviet Union, China, the U.S.,
and 45 other countries
Battle of Britain
Germany's failed attempt to subdue Britain in 1940 in preparation for
invasion (Germans bombed Britain continuously but Britain resisted with
fighter pilots and Hitler gave up invasion)
Battle of Midway
a 1942 battle in the Pacific during which American planes sank 4 Japanese
aircraft carriers (protected Hawaii)
Operation Overlord
code name for the Allied invasion of Europe in 1944
D-Day
day of the invasion of Western Europe by Allied forces-June 6, 1944 (Allied
forces landed at France, freed Paris; slowly advanced to Germany)
Battle of the Bulge
German counter-attack in December 1944 that temporarily slowed the allied
invasion of Germany (Audie Murphy was the hero)
island hopping
during WWII, Allied strategy of capturing Japanese-held islands to gain
control of the Pacific Ocean (American ships shelled an island; troops
waded ashore; hand-to-hand fighting occurred until island was captured)
Navajo code-talkers
 during WWII, Navajo soldiers who used their own language to radio vital
messages during the island-hopping campaign
kamikaze
WWII Japanese pilots trained to make a suicidal crash attack, usually upon
a ship
Potsdam Declaration
message sent by the Allies in July 1945 calling for the Japanese to surrender
Nuremberg Trials
Nazi war crime trials held in 1945 and 1946

Students will demonstrate their synthesis of the content by

writing sentences to complete a short answer in their ticket out
the door. The prompt for the ticket out the door will prompt
Syntax or students to Summarize the events which lead to the outbreak of
Discourse WW2 include the reasons which lead to the United States
involvement. They will also speak in expository sentences or
focused questions to demonstrate their knowledge of the overall
start of WW2.
GSE - Georgia SSUSH19 Examine the origins, major developments, and the
Standards of domestic impact of World War II, including the growth of the
Excellence federal government.
When students first enter the classroom they will have an
essential question to answer which will allow me to understand
and informally access their previous knowledge about the topic
before they heard the lesson. At the end of the day they will have
a ticket out the door which will accomplish a similar objective. I
will informally access how well each student received the lesson
through a comparison of their essential question response and
their ticket out the door response. Also, throughout the lesson I
will provide several informal assessments by asking students to
explain to me what they know so far and verbally quizzing on
information they have just learned and information from previous
lessons that relate to the current lesson. This can be done without
Formal and
directly asking a student a question but by prompting them to
Informal
further explain where they have made connections. When a
Assessment
students poses an interesting comment or concern I will ask the
class to respond instead of responding myself. This will allow me
to assess how well the class as a whole is comprehending the big
picture. I will formally access the students ability to analyze how
the information that receive from the movie by grading their
responses to the movie worksheet. They will be graded for
completion but I will leave comments on their answers which
direct students to rethink their answer, add to their answer or
change their answer. If students correctly answer the question in
its entirety I will place a check mark by the answer number.
Students will be given an opportunity to correct the wrong
answers and resubmit the assignment before the Unit test.
3. LESSON AND ASSESSMENT PLAN ACTIVITIES
When students start walking in the classroom I will direct their
Instructional Strategies & Learning Tasks that Support Diverse Student Needs attention to the essential question written on the board. The
essential question will be Describe how the years following World
Introductio
War One could have led to the breakout of the second World
n
War.. After the students have turned in their essential questions I
(10)
will explain a brief overview of what they can expect in this
weeks lesson segment will then direct the students to take out
their notebooks and look at the PowerPoint.
(70) For the first 25 minutes of following the introduction students will
copy down the background information provided on the
PowerPoints slides. The information will include the start of the
United States economically and politically during the start of
World War two, the factors which lead to the start of the War and
the bombing of Pearl Harbor. After the PowerPoint notes are
copied down I will ask student if they have any questions. Once
those are answered I will ask students to put everything away
except for a piece of paper and a pen or pencil. They are required

to take notes during the film as well as respond to a list of

questions which I have provided for them on a movie guide
worksheet.

Film citation: Milne, M. (Director). (2010). WWII: America--The

Story of Us [Motion picture on DVD]. A & E Networks.

1. What fledging technology was ignored prior to the attack on

Pearly Harbor? Why was it ignored?
2. Why was the Pearl Harbor attack such a shock to the United
States?
3 What were the results of the attack on Pearl Harbor?
4. Describe Americas transformation into an arsenal of
democracy. What new and lasting technologies were
developed? What did these technologies come to symbolize?
5. How did World War II affect women?
6. How did the war advance the rights of women?
7. How did World War II impact the economy of the United
States?
8. How are making weapons as dangerous as using weapons?
What are the human costs?
9. Describe the United States role in air combat over Europe
during World War II? What are the risks of these missions? What
new technologies are employed?
10. What are the results of bombing industrial targets near
civilian homes?
11. During World War II, the American Armed Forces were still
segregated by race. Why do you think this issue became
increasingly important during this era, leading to the
desegregation of the Armed Forces a few years after the war?
(Hint: You will need to come back to this question after the
 sequence on D-Day.)
12. Describe the preparation for and execution of Operation
Overlord (D-Day).
13. Why was the invention of penicillin so important in the
context of World War II?
14. What were some of the other advances in medicine that were
important during the war?
15. Describe the development of the atomic bomb. Why were
even the scientists who worked on the program skeptical about
its effectiveness?
16. What was the impact of using the atomic bomb on the cities
of Hiroshima and Nagasaki?
17. Overall, what were the consequences of World War II for the
United States?
18. How was the United States changed by the war?

The last 10 minutes of class we will review what we have talked

about throughout the lesson. I will ask specific review questions
about the information found on the PowerPoint and in the movie. I
(10) then will ask students to take out a piece of paper for the ticket
out the door. They will be instructed to write five pieces of
information that they learned/ found interesting in todays class in
a bulleted fashion.
The students in the classroom who are working above grade
level, (10th in a 11th grade class) will take their own notes during
the movie and PowerPoint. The students who may be struggling
due to low vocabulary comprehension I will provide with a follow
Differentiation, along, fill in the blank note taking worksheet for the movie. I will
Modification(s), also review information to make sure that they hear repeatedly
and the necessary information to successfully learn the new lesson
Accommodation( segment. I will also use down time while students are taking
s) notes to pop around the classroom and ask students who have
not mastered the lesson yet a chance to review more so. For the
final assessment in this learning segment the children with IEPs
will be given assistance if needed with presenting their projects ( I
will prompt them with questions during presentations).
4. LESSON AND ASSESSMENT PLAN RESOURCES
White board
PowerPoint
Materials
Primary Documents
Internet access