Goals & OBJectives
Goal: Students will learn about the political, diplomatic, and military leaders during World War II.
Objectives:
1) Students will connect WWII leaders to their respective countries.
2) Students will analyze and discuss the philosophies and orientations of the leaders during World War II.
3) Students will describe and present their chosen leader through role-playing.
Objectives:
1) Students will connect WWII leaders to their respective countries.
2) Students will analyze and discuss the philosophies and orientations of the leaders during World War II.
3) Students will describe and present their chosen leader through role-playing.
California Content & Common Core Standards
California Content Standards
10.8.5 Describe the political, diplomatic, and military leaders during the war. (e.g. Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower)
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.
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.
9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
10.8.5 Describe the political, diplomatic, and military leaders during the war. (e.g. Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower)
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.
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.
9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Lesson Introduction (10 minutes)
Before class starts, the teacher will have an essential question on the board. The question will be “What do people look for in a leader?” (In anything such as sports, country, military, etc.) As students walk into the classroom, the teacher will give each of them one post-it. They will write one characteristic of a leader and stick it on the white board. The teacher will then break up students into 8 groups and assign them a leader during World War II. They will then discuss among themselves which characteristics on the board apply to their given leader. The teacher will then open the floor to discussion and have students share what they chose.
VocABulary (15 minutes*)
The key vocabulary for this lesson will mainly be political and military terminology. They will be introduced during the content delivery of the lesson by the teacher. Students will need to know these words to describe their leaders during student engagement and their role-playing presentation assignment. The key terms are as follows:
· Socialist
· Communist
· Democracy
· Supreme Commander
· Dictator
· Aryans
· Kamikaze
· Demilitarization
· Democratization
· Socialist
· Communist
· Democracy
· Supreme Commander
· Dictator
· Aryans
· Kamikaze
· Demilitarization
· Democratization
content delivery (15 minutes*)
After the post-it lesson introduction. The teacher will introduce the key vocabulary through discussion. The teacher will ask the students what words they know that is associated with the following three categories.
1) Politics (Socialist, Communism, Democracy, President, Prime Minister, etc.)
2) Diplomacy (Demilitarization, Democratization, etc.)
3) Military (General, Kamikaze, etc.)
After reviewing the key vocabulary, the teacher will pass out the first worksheet, where students will work as a group to describe and write down their leader's political, diplomatic and military affiliations.
1) Politics (Socialist, Communism, Democracy, President, Prime Minister, etc.)
2) Diplomacy (Demilitarization, Democratization, etc.)
3) Military (General, Kamikaze, etc.)
After reviewing the key vocabulary, the teacher will pass out the first worksheet, where students will work as a group to describe and write down their leader's political, diplomatic and military affiliations.
Student Engagement (25 minutes)
After students have finished the first worksheet, the teacher will then pass out the second worksheet. This will have a table of all the important leaders during World War II. Groups will then pick representatives to role-play as their leaders and present their information about themselves for election to the classroom. While the 8 representatives take turns speaking in front of the class, the remaining students will be filling out the table. After all presentations are finished, the classroom will vote as citizens on which leader role-played the best and vote for who they would want to lead their country. The winner will be given a prize by the teacher for doing the best job. (Students can not vote for their group leader!)
Lesson Closure (5 minutes)
After a winner is chosen, the teacher will introduce the homework project. Students will choose one World War II leader that interests them and make a poster. They will use the information discussed in class that they wrote in their tables as well as the internet and any external resource to complete the project. This will not be presented in class, but will be graded (rubric-based) and posted all around the classroom.
Assessment
Formative: The lesson introduction will provide some insight into what terminology students are familiar with when speaking about world leaders. The teacher will also be walking around during the first worksheet and monitoring the groups.
Summative: The teacher will collect only the second worksheet for a grade and see which students understood the lesson. The homework project will also be graded based on a rubric.
Summative: The teacher will collect only the second worksheet for a grade and see which students understood the lesson. The homework project will also be graded based on a rubric.
English Learners, Striving Readers & Special Needs
English Learners will be given a separate handout with the key vocabulary and their definitions. Striving readers will be told which chapters in the textbook the lesson covers to find additional information. Students with special needs can not be chosen as the leader to role-play and will be placed with groups that have the leader they are most familiar or interested in.