Lesson Title
Building Blocks to WWII
Goals and Objectives
Students will learn about the scaffolding events and circumstances leading up to the start of World War II. Students will identify and summarize the domestic disturbances in Europe and the Unites States and their practices of appeasement and isolationism prior to World War II.
California State Contend Standards
10.8 Students analyze the causes and consequences of World War II.
- Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.
Lesson Introduction (Anticipatory Set)
Show the class 4 to 5 political cartoons (each) associated with the terms/concepts of appeasement and isolationism. Have students observe and analyze the political cartoons while posing critical thinking questions such as:
· What is the first thing that you notice?
· What people, places, and objects are shown?
· What’s happening in the cartoon?
· What issue do you think this cartoon is about?
· What do you think the cartoonist's opinion on this issue is?
· What is the first thing that you notice?
· What people, places, and objects are shown?
· What’s happening in the cartoon?
· What issue do you think this cartoon is about?
· What do you think the cartoonist's opinion on this issue is?
Vocabulary (Content Language Development)
Have students make virtual or paper-based flashcards with images or pictures of the terms and concepts of the lesson.
· Appeasement
· Axis Powers
· Isolationism
· Third Reich
· Munich Conference
· Appeasement
· Axis Powers
· Isolationism
· Third Reich
· Munich Conference
Content Delivery (Lecture, Inquiry, Reading, Discussion and Debate, Concept Formation, Simulation, Problem-Based Learning)
Deliver a lecture presentation on the rising aggressor regimes of Japan, Germany, and Italy and their actions leading up to World War II. The lecture will discuss each country’s building atrocities and acts of occupation and the role of appeasement and isolationism concerning Great Britain, France, and the United States.
Student Engagement and Critical Thinking (Student Activities)
Divide students into small groups and have them identify the important events of each of the aggressor nations leading up to World War II and complete a timeline graphic organizer. Students will fill out the timeline on the front of the handout and then answer the questions on the back of the handout. Then distribute a list of possible broad fictional quotes from the United States, France, and Great Britain. While working is pairs, students will analyze each fictional quote and determine if it represents a good example of the practice of appeasement or isolationism. Then ask them to create their own fictional quotes bout appeasement or isolationism.
Demonstrated Learning (Formative and Summative Assessments)
Students will take a 20-25 question test composing of multiple choice, fill-in-the-blank, and short answer.
Lesson Closure
Students will take part in a 5 minute class discussion in the form of a “whip around”. Students will be called upon (volunteers first) to share one thing they learned from this unit. (to be given after test)
Accommodations for English Learners, Struggling Readers, and Students with Special Needs
· Extended time on assignment.
· Printed out copy of the lecture slides with additional notes/outline.
· Study guide for test.
· Extended time on test.
· One-on-one comprehension checks/feedback.
· Printed out copy of the lecture slides with additional notes/outline.
· Study guide for test.
· Extended time on test.
· One-on-one comprehension checks/feedback.
aggression_in_europe_timeline.docx | |
File Size: | 17 kb |
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which_one_is_which_student_engage.docx | |
File Size: | 14 kb |
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world_war_ii_sliderocket_lecture_notes.docx | |
File Size: | 16 kb |
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lecture_notesstudents.docx | |
File Size: | 15 kb |
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aggressors_invade_nations_test_final.docx | |
File Size: | 22 kb |
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political_cartoons.docx | |
File Size: | 340 kb |
File Type: | docx |