Hello history lovers,
We are firmly in the middle of our World War II unit. You have seen the buildup, our isolationism, the attack on Pearl Harbor, and our many civilian and military sacrifices made as war is declared on the Axis Powers. I have decided to post the remaining two weeks of agendas for this post. This will guide us not only through this week, but the week after spring break as well. Mr. Wiggins will be teaching the remainder of this unit, so if you have any questions, feel free to ask him about them.
Day: 4
Outcome(s):
· Students will understand the major battles and their importance in regards to the results of World War II.
Lesson Activities/ Resources:
-Focus/Journal: Interpreting Propaganda
- “Crack the Axis”: What was this poster promoting?
-“Human Sculpture” activity and discussion
-Exit Slip: Which battle was most important on the European and Pacific fronts and why?
Daily Assessment:
-Focus/Journal
-“Human Sculpture” activity
-Exit Slip
Day: 5
Outcome(s):
Students will understand the role that the Holocaust played during World War II.
Students will understand how events such as the Holocaust can occur.
Lesson Activities/ Resources:
-Journal/Focus: Bugs Bunny cartoon?
-Primo Levi reading: first-hand account from Auschwitz
-Video with accompanying worksheet: Oprah and Elie Wiesel
-Exit Slip:
-
Daily Assessment:
-Journal/Focus
-Video Worksheet
-Exit Slip
Day: 6
Outcome(s):
Students will understand what the atomic bomb was and what its impact on foreign affairs was.
Students understand the rationale behind the American usage of the atomic bomb during World War II and whether or not it was “just.”
Lesson Activities/ Resources:
-Journal/Focus: Holocaust photograph
- React to the photograph and explain your reaction.
- PowerPoint: “Da’ Bomb”
-TCI 2.2- Assessing the Decision to Build and Use the Bomb
- Group activity and Discussion
-Exit Slip:
- Was the United States decision to drop the atomic bomb justified?
Daily Assessment:
-Journal/Focus
-TCI 2.2 and discussion
-Exit Slip
Day: 7
Outcome(s):
Students will know the major conferences and events that led to the end of World War II.
Students will know the results (winner and losers) of World War II.
Lesson Activities/ Resources:
-Focus/Journal: Rush’s “Manhattan Project”
-Students will listen to the song and read through the lyrics and discuss what they believe to be the meaning.
-PowerPoint: “Just War”
-Major Conferences Graphic Organizer
-Exit Slip:
-Was World War II a “just war?”
Daily Assessment:
-Focus/Journal
-Major Conferences graphic organizer
-Exit Slip
Day 8:
Outcome(s):
· Students will know the major players, events and results of World War II.
· Students will understand how World War II affected not only the United States but the world.
Lesson Activities/Resources:
-Brief Review:
-Answer any last minute questions students may have before exam.
-Exam
Daily/Assessment:
-Exam
Have a wonderful and safe spring break!
Tuesday, March 24, 2009
Thursday, March 12, 2009
World War II Begins!
Hey gang,
It looks like it is time to leave the doldrums of the Great Depression and start ramping up for the "Great War", World War II. This is a time which brings us the "Greatest Generation" (as Tom Brokaw likes to call them). Our country unites in terms of sacrifice (human and material) to defeat the evils of facist dictatorships and genocide. We will see the highs and lows of the human experience in this unit. The country and world will never be the same as a result of this war. I hope you enjoy learning about it and our discussions spur further research on your own time!
PS. Mr. Wiggins will be flying "solo" for this unit, so if you need anything, he is your "go to guy".
Have a great week!
Day: 1 Monday March 16
Outcome(s):
• Students will understand the rise of fascism and militarism in Europe and Japan and how this contributed to the start of the war
• Students will understand American isolationism.
• Students will be able to identify locations and countries involved in WWII.
Lesson Activities/Resources:
Opening: Ken Burns The War. Chapter One 5 minutes.
* Journal Question: Do you agree that WWII was a necessary war? What is the difference between a “just war” and a “necessary war”?
*Powerpoint: “The Americans” Section One: “World War Looms”
*Map Exercise (Homework if not finished during classtime)
*Exit Slip:
“History proves that dictatorships do not grow out of strong and successful governments, but out of weak and helpless ones. If by democratic methods people get a government strong enough to protect them from fear and starvation, their democracy succeeds; but if they do not, they grow impatient. Therefore, the only sure bulwark* of continuing liberty is a government strong enough to protect the interests of the people, and a people strong enough and well enough informed to maintain its sovereign control over its government.”
-Franklin Delano Roosevelt 1938
*Bulwark-Something serving as a defense or safeguard
“We have buried the putrid* corpse of liberty”
-Benito Mussolini 1934
*Putrid- Rotten
* Question: Explain how these two quotes express the difference in values and outlook between the Axis (Germany, Italy and Japan) and the Allies (U.S. and Britain). Why do these two groups have such different outlooks on government?
A4 Exit Slip
Exit Slip
It is 1941 and you look at a map indicating the amount of land controlled by the Axis powers as opposed to the amount of land controlled by the Allied powers. If you had to guess, as a person in 1941, who was going to win this war who would you guess? Why would you guess that side?
Day: 2 Wednesday, March 18
Outcome(s):
• Students will understand causes for the war in Europe and in the Pacific.
• Students will understand the U.S. hesitation and eventual reasons behind their involvement in the war.
• Students will know the major strategies implemented during the war.
Lesson Activities/ Resources:
*Focus/Journal: “Unexpected Guests” cartoon.
*Why does the caption read “Strange Bedfellows”?
*PowerPoint presentation: “The War Erupts”
*Graphic Organizer: “How did they get involved” worksheet
* Exit Slip:
- Was the United States justified in their decision to enter the war and what may have happened if the United States had decided to remain neutral?
Day: 3 Friday, March 20
Outcome(s):
• Students will understand how World War II transformed the way of life in the United States and reshaped its role in foreign affairs.
Lesson Activities/ Resources:
*Focus/Journal: “”Pearl Harbor” clip
*Pearl Harbor is considered the tipping point for U.S. entry into World War II. What if the bombing
of Pearl Harbor never occurred?
*Learning Center/Café Conversation on activities on the home front
*Exit Slip:
- Was America a good place to live during World War II? Give examples to defend your answer.
It looks like it is time to leave the doldrums of the Great Depression and start ramping up for the "Great War", World War II. This is a time which brings us the "Greatest Generation" (as Tom Brokaw likes to call them). Our country unites in terms of sacrifice (human and material) to defeat the evils of facist dictatorships and genocide. We will see the highs and lows of the human experience in this unit. The country and world will never be the same as a result of this war. I hope you enjoy learning about it and our discussions spur further research on your own time!
PS. Mr. Wiggins will be flying "solo" for this unit, so if you need anything, he is your "go to guy".
Have a great week!
Day: 1 Monday March 16
Outcome(s):
• Students will understand the rise of fascism and militarism in Europe and Japan and how this contributed to the start of the war
• Students will understand American isolationism.
• Students will be able to identify locations and countries involved in WWII.
Lesson Activities/Resources:
Opening: Ken Burns The War. Chapter One 5 minutes.
* Journal Question: Do you agree that WWII was a necessary war? What is the difference between a “just war” and a “necessary war”?
*Powerpoint: “The Americans” Section One: “World War Looms”
*Map Exercise (Homework if not finished during classtime)
*Exit Slip:
“History proves that dictatorships do not grow out of strong and successful governments, but out of weak and helpless ones. If by democratic methods people get a government strong enough to protect them from fear and starvation, their democracy succeeds; but if they do not, they grow impatient. Therefore, the only sure bulwark* of continuing liberty is a government strong enough to protect the interests of the people, and a people strong enough and well enough informed to maintain its sovereign control over its government.”
-Franklin Delano Roosevelt 1938
*Bulwark-Something serving as a defense or safeguard
“We have buried the putrid* corpse of liberty”
-Benito Mussolini 1934
*Putrid- Rotten
* Question: Explain how these two quotes express the difference in values and outlook between the Axis (Germany, Italy and Japan) and the Allies (U.S. and Britain). Why do these two groups have such different outlooks on government?
A4 Exit Slip
Exit Slip
It is 1941 and you look at a map indicating the amount of land controlled by the Axis powers as opposed to the amount of land controlled by the Allied powers. If you had to guess, as a person in 1941, who was going to win this war who would you guess? Why would you guess that side?
Day: 2 Wednesday, March 18
Outcome(s):
• Students will understand causes for the war in Europe and in the Pacific.
• Students will understand the U.S. hesitation and eventual reasons behind their involvement in the war.
• Students will know the major strategies implemented during the war.
Lesson Activities/ Resources:
*Focus/Journal: “Unexpected Guests” cartoon.
*Why does the caption read “Strange Bedfellows”?
*PowerPoint presentation: “The War Erupts”
*Graphic Organizer: “How did they get involved” worksheet
* Exit Slip:
- Was the United States justified in their decision to enter the war and what may have happened if the United States had decided to remain neutral?
Day: 3 Friday, March 20
Outcome(s):
• Students will understand how World War II transformed the way of life in the United States and reshaped its role in foreign affairs.
Lesson Activities/ Resources:
*Focus/Journal: “”Pearl Harbor” clip
*Pearl Harbor is considered the tipping point for U.S. entry into World War II. What if the bombing
of Pearl Harbor never occurred?
*Learning Center/Café Conversation on activities on the home front
*Exit Slip:
- Was America a good place to live during World War II? Give examples to defend your answer.
Thursday, March 5, 2009
The Depression is Almost Over!
Hello again history lovers,
We are now seeing the light at the end of the tunnel after a long hard decade (the 1930's). Due to the ACT, most of you won't be seeing me until next Thursday (I can hear you cheering now...). 4th block will be treated with a movie about the period, known as Cinderella man. Also thanks to the ACT, we will not have time to complete a formal test over the Great Depression. In it's place, we will complete an open response question. Have a great week, and I will see most of you on Thursday!
Day 6 Agenda Tuesday, March 10
(A4 only)
New Deal ORQ (if not finished)
Cinderella Man
Day 7 Agenda Thursday, March 12
ORQ peer scoring
Review Puzzle
Study Guide (in place of formal test)
Review Game if time
Have a great weekend and good luck on the ACT!
See ya,
We are now seeing the light at the end of the tunnel after a long hard decade (the 1930's). Due to the ACT, most of you won't be seeing me until next Thursday (I can hear you cheering now...). 4th block will be treated with a movie about the period, known as Cinderella man. Also thanks to the ACT, we will not have time to complete a formal test over the Great Depression. In it's place, we will complete an open response question. Have a great week, and I will see most of you on Thursday!
Day 6 Agenda Tuesday, March 10
(A4 only)
New Deal ORQ (if not finished)
Cinderella Man
Day 7 Agenda Thursday, March 12
ORQ peer scoring
Review Puzzle
Study Guide (in place of formal test)
Review Game if time
Have a great weekend and good luck on the ACT!
See ya,
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