Formal Lesson Plan Structure

Teacher Name: Sarah Norman

School: E.O. Smith
Course: U.S. History A Level
Grade(s): 10
Period: C
Date: 4-24-17
Number of students: 16

Content Standards used in this lesson:

INQ 9-12.5 – Determine the kinds of sources that will be helpful in answering
compelling and supporting questions, taking into consideration multiple points of view
represented in the sources, the types of sources available, and the potential uses of the
sources.
HIST 9-12.1 – Evaluate how historical events and developments were shaped by unique
circumstances of time and place as well as broader historical contexts.

Learner Background:

- Students are learning about World War II and the effects of the war on the Homefront
and Americans domestically.
- Students have spent a considerable amount of time examining different sources. While
they have experience and practice in analyzing photographs, political cartoons and
excerpts and documents, cartoons will further challenge them. In this lesson, students will
be asked to use these analytical and critical skills they have established to understand the
time period and these cartoons.

Learning Objectives:

- Students will be able to analyze television cartoons during World War II in order to fully
comprehend life on the warfront for Americans.
- Students will be working in groups to understand the use of racism during World War II
and to answer the question, “How did popular culture and propaganda influence the
public during the war? What was the social impact of these medias?”

Assessment:

- Students will be handed a worksheet that they are expected to fill out during the activity.
The handout guides student thinking and awareness when analyzing and interpreting
these cartoons. Students will be expected to use evidence from the cartoons in order to
answer the question, “How did popular culture and propaganda influence the public
during the war? What was the social impact of these medias?” This guiding question is
crucial for students to answer as they are assessed on these questions at the end of the
 unit. The worksheet will be collected and the teacher will be walking around throughout
the activity to gage student understanding.
- Throughout the lesson, students will be asked questions, and invited to participate and
respond to these questions and cartoons. The teacher can gage the students thinking and
understanding of the context throughout the lesson.

Initiation: (15 min) 8:28-8:43

- Discussion: Students will be asked questions to start thinking about attitudes and
perceptions on the Homefront at this time. This will allow students to start thinking
critically and preface the lesson for the day. (15 min)
o What was going on during World War II that might influence popular culture?
o What forms of discrimination or racism might we be seeing at this time?
o How does popular culture influence people? (Think posters, song, films, etc.)

Lesson Development (30 min) 8:43-9:13

- Cartoons / Analysis: Students will be watching four cartoons from World War II. The
teacher will give a short context describing the cartoon and students will watch each clip.
After, students will have time to answer the questions on the worksheet. The questions
allow students to think critically about each clip that they watched. This will allow
students to provide evidence for their guiding question. After each video, there will be a
short discussion that prompts students to share their responses and ask any questions they
might have about the cartoon, or its message. (30 min)

Closure (13 min) 9:13-9:26

- Close: Students will time answering Guiding Question #5: “How did popular culture and
propaganda influence the public during the war? What was the social impact of these
medias?” Students use evidence from the cartoons and discussions throughout he period
to answer this question. (7 min)
- Discussion: Teacher will ask students to share out their answers and there will be a
conversation on how these different cartoons impacted Americans during WWII. (6 min)

*** Individuals Needing Differentiating Instruction:

Student differentiation in this class is not necessary. For students, they will be engaged in
the cartoons, and will be allowed to work with peers around them to answer the
worksheet if necessary. Students will all be participating and engaging throughout the
lesson.