goals and oBjectives
Goal: Students will learn about the distractions in Europe and the United States before World War II.
Objectives:
1) Students will define and identify appeasement and nonintervention (isolationism)
2) Students will analyze and explain Europe and the United State’s condition before World War II
Objectives:
1) Students will define and identify appeasement and nonintervention (isolationism)
2) Students will analyze and explain Europe and the United State’s condition before World War II
California state Content and common core standards
CA Content Standards
10.8.2 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.
Common Core Standards
Reading
9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
Writing
9-10.2.a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
10.8.2 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.
Common Core Standards
Reading
9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
Writing
9-10.2.a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Lesson introduction (5 minutes)
During the lesson introduction, the teacher will read the paragraph “Setting the Stage” from Section 4, Aggresors Invade Nations. The teacher will then access prior knowledge from Lesson 1. The teacher will sepereate students into groups of 4~5, and give one group one piece of square paper with an important event (i.e. Rape of Nanking). On the board will be a timeline with dates, and each group will have to discuss and place where there event is on the timeline. After all students have placed their square papers ont he board, the teacher will briefly discuss and review the events.
VocaBulary (10-15 Minutes*)
The key vocabulary for this lesson will be introduced and defined by the teacher during the pre-reading activity. Before students are asked to read the text on their own, the teacher will go over each key term and how it applies to the reading. The key terms are as follows:
· Appeasement
· Isolationism
· Axis Powers
· Third Reich
· Munich Conference
· Appeasement
· Isolationism
· Axis Powers
· Third Reich
· Munich Conference
Content delivery (10-15 minutes*)
Before pre-reading with the students, the teacher will read the “Main Idea” for section 4. The teacher will emphasize that despite the aggression of Italy, Japan and Germany, other countries did nothing to stop them. Then, the teacher will read the headings and subheadings and first ask the students “What do you think this section will talk about?”. After, the teacher will briefly explain each heading and subheading and define the key vocabulary found in that section.
31.4_-_aggressors_invade_nations.pdf | |
File Size: | 1355 kb |
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Student engagement (20 minutes)
Students will be given a graphic organizer to work on individually while reading the text. Students will write and list the acts of aggression by Italy, Japan and Germany and the responses to the aggression by France/Britain and the United States. The key vocabulary will be listed on the graphic organizer and students will place the corresponding vocabulary with the country it applies to. (i.e. Third Reich > Germany, Appeasement > France/Britain).
After finishing the Graphic Organizer, students will pair up and compare their answers with their neighbors and make the needed corrections and adjustments. At the end of the assigned time for completing this task, the teacher will have the Graphic Organizer on the board and fill it out together with the class through discussion.
Lesson closure (5 minutes)
Students will be given exit cards and be asked to write what Britain, France and the United States could have done differently rather than appeasement and isolationism. This will allow students to think critically and apply the vocabulary that they learned in their answers. Students will hand them in while leaving the classroom.
assessment
Formative: The teacher can evaluate the class during the Lesson Introduction to see if they are knowledage enough to proceed to the next lesson. Also, while students are working on their Graphic Organizers, the teacher will walk around the classroom checking answers and helping students who are having trouble by asking them questions, and leading them to the answer, not giving them the answer. The Lesson Closure will also be a tool for the teacher to reflect and see if the students understood the lesson that day.
Summative: The teacher will collect the Graphic Organizers at the end of class and will score them according to accuracy.
Summative: The teacher will collect the Graphic Organizers at the end of class and will score them according to accuracy.
English learners, striving readers and special needs
For English Learners, Striving Readers and Students with Special Needs, the teacher will provide a different version of the Graphic Organizer that has more vocabulary, as well as key words under each Country to help guide them through the reading. They will also be more closely monitored by the teacher, and grouped or paired with students who can help them.