Title
Turning Points of WWII: Pearl Harbor to the Atomic Bomb
Goals and Objectives
Students will be able to analyze, critique, and discuss the critical events and turning points from Pearl Harbor to the dropping of the Atomic Bomb and relate past events with current day results and consequences.
California State Content Standard
10.8 Students analyze the causes and consequences of World War II.
- Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
- Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
Lesson Introduction (Anticipatory Set)
Teacher will play the abbreviated version of FDR’s “Day of Infamy” speech. Have students write down in their notebooks their initial thoughts and feelings pertaining to the speech. Hold 5 minute discussion where students can share their thoughts and opinions.
Vocabulary (Content Language Development)
· Pearl Harbor
· James H. Doolittle
· Battle of Midway
· Battle of Guadalcanal
· D-Day Invasion
· Kamikazes
· Atomic Bomb
· Battle of the Bulge
Students will be introduced to vocabulary terms, names, and events during the sliderocket presentation.
· James H. Doolittle
· Battle of Midway
· Battle of Guadalcanal
· D-Day Invasion
· Kamikazes
· Atomic Bomb
· Battle of the Bulge
Students will be introduced to vocabulary terms, names, and events during the sliderocket presentation.
Content Delivery (Lecture, Inquiry, Reading, Discussion and Debate, Conception Formation, Simulation, Problem-Based Learning)
Day 1
Students will participate in an interactive sliderocket presentation on the events from Pearl Harbor to the Atomic Bomb being dropped. Teacher will pass out fill-in-the-blank notes to be completed during the presentation. Teacher will go over answers to the notes by calling on students to check and assess correct answers.
Day 2
After the presentation, students will be grouped into pairs to participate in a snowballing activity. Students will be given a series of controversial questions to discuss. After about 8-10 minutes of discussion, students will be doubled into groups of 4 and then into 8. Each combined student group will discuss previous groups answers/thoughts and compare and contrast. After the groups of 8 have had sufficient discussion time, the whole class will come back together where a group approved spokesperson for each group of 8 will present their groups thoughts, opinions, and ideas. Teacher will record student answers on the whiteboard and instruct students to copy down responses and arguments in their notebooks.
Students will participate in an interactive sliderocket presentation on the events from Pearl Harbor to the Atomic Bomb being dropped. Teacher will pass out fill-in-the-blank notes to be completed during the presentation. Teacher will go over answers to the notes by calling on students to check and assess correct answers.
Day 2
After the presentation, students will be grouped into pairs to participate in a snowballing activity. Students will be given a series of controversial questions to discuss. After about 8-10 minutes of discussion, students will be doubled into groups of 4 and then into 8. Each combined student group will discuss previous groups answers/thoughts and compare and contrast. After the groups of 8 have had sufficient discussion time, the whole class will come back together where a group approved spokesperson for each group of 8 will present their groups thoughts, opinions, and ideas. Teacher will record student answers on the whiteboard and instruct students to copy down responses and arguments in their notebooks.
Student Engagement and Critical Thinking (Student Activities)
Day 1
Students will participate in an interactive lesson where they will be required to answer comprehension checks and critical thinking questions throughout the lecture while also completing the fill-in-the-blank notes. Students will provide note answers when called upon by the teacher.
Day 2
Students will be grouped into groups of 2, 4, and 8 to participate in a snowballing discussion and debate activity. Students will be required and expected to discuss and debate controversial questions concerning the bombing of Pearl Harbor, turning points of WWII, and the decision to drop the Atomic bombs on Japan. Students will then participate in a whole group discussion where a group chosen spokesperson will share their groups’ ideas and answers. Students will be suggested to record notes and statements from the other groups (record in notebooks).
Students will participate in an interactive lesson where they will be required to answer comprehension checks and critical thinking questions throughout the lecture while also completing the fill-in-the-blank notes. Students will provide note answers when called upon by the teacher.
Day 2
Students will be grouped into groups of 2, 4, and 8 to participate in a snowballing discussion and debate activity. Students will be required and expected to discuss and debate controversial questions concerning the bombing of Pearl Harbor, turning points of WWII, and the decision to drop the Atomic bombs on Japan. Students will then participate in a whole group discussion where a group chosen spokesperson will share their groups’ ideas and answers. Students will be suggested to record notes and statements from the other groups (record in notebooks).
Demonstrated Learning (Formative & Summative Assessments)
Students will fill out a Pros and Cons graphic organizer (3 choices) students will be instructed to list the pros and cons to 3 choices concerning the dropping of the atomic bomb:
1. Not to drop the bombs
2. Yes, drop them
3. Only drop the first bomb
After filling out the graphic organizer, students will use the back of the handout to write a 2-3 paragraph explanation. Students must choose 1 of the 3 choices and explain their reasoning using critical thinking skills and content evidence from the lesson.
1. Not to drop the bombs
2. Yes, drop them
3. Only drop the first bomb
After filling out the graphic organizer, students will use the back of the handout to write a 2-3 paragraph explanation. Students must choose 1 of the 3 choices and explain their reasoning using critical thinking skills and content evidence from the lesson.
Lesson Closure
Homework:
Students will be instructed to complete exit cards. The teacher will ask the students to answer a question: Do you think dropping the bomb on Japan was necessary? Would Japan have surrendered if we had not dropped the bomb? And how has that decision effected our lives today?
Students will be instructed to complete exit cards. The teacher will ask the students to answer a question: Do you think dropping the bomb on Japan was necessary? Would Japan have surrendered if we had not dropped the bomb? And how has that decision effected our lives today?
Accommodations for English Learners, Struggling Readers, and Students with Special Needs
· Fill-in-the-blank lecture notes
· Extended time on assignment
· Group/Pair activities
· Comprehension checks/questions
· Extended time on assignment
· Group/Pair activities
· Comprehension checks/questions
snowballing_discussion_and_debate_questions.docx | |
File Size: | 11 kb |
File Type: | docx |
graphic_organizer_pros_and_cons.docx | |
File Size: | 13 kb |
File Type: | docx |
lecture_fill-in-the-blank_student_notes.docx | |
File Size: | 14 kb |
File Type: | docx |
teacher_lecture_notes.docx | |
File Size: | 12 kb |
File Type: | docx |