Language Development

Developmental Psychology: Language Development

11^th /12^th Grade

Objectives: Students will acquire an understanding of the formation of language through a short activity and apply how language develops form young children.

Background required: None

Materials needed: colored shapes pre-cut enough for several groups to have two sets or so, 

 

Bell Ringer: Language Development Game: Students learn to acquire language without and prior language aside from the ability to produce phonemes. This game is meant to be a fun and engaging introduction. It gives students an active role in their learning and it gives the instructor many opportunities in future class sessions to refer back to their experience.

The basic idea is create an imaginary word where you students are in a community without language. Of course, an entire imaginary world would take so long to devise a language for, it's not at all feasible during a single class. So we simplify the word, by cutting out many different shapes in different colors and sizes. To demonstrate the way language works, you should stand at the front of the room and make a picture with your shapes on the board. As you do this a volunteer student is at the opposite wall of the classroom with an identical collection of shapes. The student doesn't turn around but he tries to make the same picture as you. The only way he can do this is by listening to you say what you're doing. You speak in English and you point out to the students how complicated it is: you need to talk about shapes and colors and relative positions and so on. We couldn't even do it perfectly and we're using English.

The students are given the exact same goal except they may not use any English! All they can use are phonemes (explain what they are and give a preview to infants development of phonemes)! To make the task a more constrained, the class will break into small groups and each will be given a unique list of phonemes. They are reminded that they're not allowed to use any English so they can't simply say, "Ugoo" means "red."

Students are given two packets of shapes, and list of their groups’ phonemes. A list of all English phonemes and sample groups are at the end. They can do whatever they want so long as they don't speak a natural language and they only use their phonemes. Call "time in" to start these rules and "time out" for our brief pauses for mini lectures.

Your students will probably look at you completely dumbfounded! Some groups will probably figure out how to start but if not you will have to give them their first word. Simple walk up to a group, look at their phoneme list, combine two phonemes, point to a single shape they have and say the phoneme combination you made. That gets a group started because they invariably take your word as the name of the shape. Of course, you never gave them that interpretation so why did they think that? This is actually your first "time-out" for a mini-lecture/discussion of the "whole-object constraint." 

Whole Object Constraint

Place any object that is mainly a single color on your table (exp: a pencil or the overhead projector) and call a time out. With everyone's attention point to the object and say something arbitrary (exp: goobar). Ask, "by a show of hands, how many of you thought "goobar" means [pencil - or your object] (most hands go up) Ask, "by a show of hanfs, how many of you though "goobar" means [yellow - or metal - or some prominent quality of your object]. (few hands go us). Ask the rhetorical question, "Why do you think you naturally believed the word means the object and not, for example, the object's qualities." Developmental psychologists have noticed children make the same assumptions you did when they're first learning words. It's called a "whole object constraint" because without any special information we think a new word means the whole object and not its part or qualities. When you started playing the game, did you use the whole object constraint? (short discussion) Call time in.

Language Explosion

As children get close to two years of age, the start to learn words incredibly fast: about 10 to 20 new words a week! Many of these words are names for things like nouns. When you were playing the game, did you have a language explosion? Did you have a time when you suddenly acquired learned many more words? (short discussion)

Over-Extension & Under-extension

When children learn words, it can be really difficult figuring out just what a word means. For example, a child might use the word "bear" only to talk about her favorite teddy bear. But lots of teddy-bears could be called "bears" so what she did is an "underextension." Another example might be a child who uses the word "car" to describe his family's car, all the other cars, trucks, bicylces, and even tricylcles!" What he did is anm "overestension." Do you find yourself making over-extensions or underextensions as you figured out your language?" 

Pragmatics

Write the following sentence on the board before calling time out: "The spy sees the police officer with the gun." Ask students, "By a show of hands, how may of you think the police officer has the gun?" (most hands go up) Now write directly underneath your sentence, the following sentence: "The spy sees the police officer with the binoculars." Asks students, "By a show of hands, how many of you think the spy has the binoculars." (most hands go up). Then look puzzled and ask, "By a show of hands, how many of you think the police officer has the binoculars." (few hands go up) Say something like, "Okay, I'm confused. This sentence (point to top sentence) has exactly the same grammar and almost all of the same words as this sentence (point to bottom setence). How come most of you felt the prepositional phrase "with the gun" means the police officer has the gun BUT you also felt the prepositional phrase "with the binoculars" means the spy has the binoculars?" (draw out from the class how they're using background knowledge. This will happen very naturally because you'll get responses like "because cops carry guns" and "the spy is seeing and binoculars are used to see far away." Give the following explanation and ask the following question: "So you used your background knowledge about police officers, spies, guns, and binoculars to understand the sentences. How we understand language by using the context and our background knowledge is called "pragmatics." Have you used any pragmatics so far while you were playing the game?" (short discussion) Call time in. 

Nativism

(As you finish up the game) How was playing the game? (they'll probably tell you it was challenging). Say something like, "Isn't it amazing that a two year old has a vocabulary of several hundred words and even a simple grammar. At the same time she can't even tie her own shoes!!! How do children learn language so rapidly? Many developmental psychologists who study language take a nativist perspective. Remember learning the basic developmental theories the first week of this class including nativism, the idea that children start life with basic concepts. One nativist idea of Noam Chomsky's is children have a module, a special part of the mind, that's entirely devoted to learning and using language.

Allot some time at the end of class for each group to show their langauge to the entire class. For each group, half of the students are speakers at one board and the other half are listeners at the other half. I've seen students have a wide range of responses. Those who weren't trying very much during the game just kind of fumble through this activity or find 'short-cuts' that ignore the spirit of the game. Other students who were really trying have gotten really excited when they see how much they were able to communicate. My personal feeling is to let this activity be self-reinforcing where the whole class indicates informally how they feel about each group's performance. For example, I always express how impressed I am with their pictures and when they take those 'short-cuts' I just say, "lame!!!" 

Phonetic Symbol: As used in: p b m f v (th) (th) t d n s z l (ch) (j/g) (sh/ch) (zz/gg) r y w k g nn h i I e Ee ae ee aw u U o AU a ay oy pit, tip, stop bat, tab mitt, ham, smoke fig, gift, muff vat, save thin, bath thus, bathe tip, put, stick dip, pad know, pan, snow sun, bus zoom, fuzz lit, till, slit chew, hitch gem, badge show, bush, chaperon tresure, garbage right, tire, shrimp you, yew win, when catch, back, skin give, plague thing, tongue how, who see, each, machine it, myth able, weigh, great said, says, guest at, plaid about, son, cup, easily out, cow, bough fruit, ooze. Move book, full, could flow, road, open raw, fought, taught tot, father my, eye, buy toy, boil, lawyer

Sample Groups: Phonetic Symbol: As used in: i oy (th) p s see, each, machine toy, boil, lawyer thin, bath pit, tip, stop sun, bus Phonetic Symbol: As used in: e aw (ch) b z able, weigh, great out, cow, bough chew, hitch bat, tab zoom, fuzz Phonetic Symbol: As used in: a e (sh/ch) m g tot, father able, weigh, great show, bush, chaperon mitt, ham, smoke give, plague Phonetic Symbol: As used in: o I (zz/gg) f k flow, road, open it, myth tresure, garbage fig, gift, muff catch, back, skin Phonetic Symbol: As used in: AU u (th) t h raw, fought, taught fruit, ooze, move thus, bathe tip, put, stick how, who

 Reference:

http://www.devpsy.org/teaching/language/language_game.html

The Great Depression: Lasting Social Impac

                                                                                                                  

U.S. History II

11^th Grade

The Great Depression:

 Lasting Social Impact

Standard 6: Students will understand how the Great Depression and the New Deal affected the United States. 1: Investigate the impact of the Great Depression on the United States 2: Examine the social effect of the Great Depression.

Objectives: Students will investigate the social effects of the Great Depression. Students will compare the economic hardship then to the current situation (2010).

State Standards
Idaho: US2 1.2 / 1.4 / 3
Utah: US2 6.1

Foreknowledge: Students should understand the quality of life prior to the Depression as well as some of the current events concerning the economy today.

Materials Needed: Students should have a journal/ paper and writing utensils, a computer capable of playing radio broadcast of FDR, projector to project photos or copies of the same pictures, and a copy of transcripts of radio broadcast to share between students.

Bell Ringer: Have Depression-era jazz playing as students come into the classroom (Ken Burns, Free at http://www.pbs.org/jazz/time/time_depression.htm). After announcements, etc., have the students listen to one of FDR’s radio broadcasts and give students a copy of the transcripts to follow along (http://www.hpol.org/record.php?id=2).  Have the students take 2-3 minutes to answer the question in their journals. How did it make you feel? Better or worse? If you were living during the Great Depression, would you take comfort in what was said? And other General feelings.

Lecture: The effects of the Depression extended beyond the economic and government collapse. It effected the social lives of all Americans.

            Have the Students create a compare and contrast bubble chart with The Great Depression on one side and today’s recession on the other with commonalities between the two.

            As a class come up with several social effects of the Depression and the effects of the recession of the 2008-2010 and then the similarities if any:

• Food
• Type of jobs
• Attitudes
• Hope
•  
•  
•  
•  
• Food
• Jobs
• Recovery
• Hope
•  
•  
•  
•  

Before going through the similarities have the students look and compare the photos from the Great Depression and today.

           

Assessment: Have students keep their journal entry and their notes bubble cart in a note book and have them turn them in at the end of the week to see if they were able to grasp the concept.

http://history1900s.about.com/library/photos/blygd49.htm

http://impeccablehubris.wordpress.com/2009/12/11/fourth-unemployment-extension-update-for-californians/

"Children and Sugar Beets"
By L.C. Harmon, Hall County, Nebraska, October 17, 1940

Hundreds of people stand in line as they look for jobs at the Miami Dade College Mega Job Fair 2009 on March 4, 2009 in North Miami, Florida. Job fairs are swamped with applicants as the economy continues to tank and many people find themselves unemployed. (Joe Raedle/Getty Images)

 



 
A sign informing readers that Fremont Pontiac GMC is permanently closed is seen on a door at the Newark, Calif. dealership, Tuesday, March 3, 2009. The dealership closed due to economic conditions earlier this year. (AP Photo/Paul Sakuma) #

People attend the REDC Foreclosure Home Auction in New York, in this photo taken March 8, 2009. About 1,400 people crowded into New York's first foreclosure auction over the weekend. One family bought a 2,062-square foot home in the Finger Lakes region of upstate New York for just $12, 500 or $6 per square foot, according to the New York Post. (REUTERS/Shannon Stapleton)

Job seekers join a line of hundreds at a job fair in Heredia, Costa Rica on March 6, 2009. The job fair attracted hundreds of unemployed Costa Ricans looking for work across the country. (REUTERS/Juan Carlos Ulate)

A homeless resident of a tent city in Sacramento, California wears an American flag jacket on March 10, 2009. This tent city of the homeless is seeing an increase in population as the economy worsens, as more people join the ranks of the unemployed and as homes slip into foreclosure. (Justin Sullivan/Getty Images) #

All of the above Photos http://www.boston.com/bigpicture/2009/03/scenes_from_the_recession.html

Sources:

PBS The Great Depression History in the key of jazz accessed 17 February 2010 http://www.pbs.org/jazz/time/time_depression.htm

History and Politics Out Loud accessed 17 February 2010 http://www.hpol.org/record.php?id=2

National Arcives, Picturing the Century: The Great Depression, Acessed  17 February 2010,http://www.archives.gov/exhibits/picturing_the_century/galleries/greatdep.html

Boston.com Senes from the recession accessed 17 February 2010 http://www.boston.com/bigpicture/2009/03/scenes_from_the_recession.html

About.com accessed 17 February 2010 http://history1900s.about.com/library/photos/blygd49.htm

As well as Google Image search

The Grate Depression: Agriculture

Mr. Cody Owen                                                                                                                     

U.S. History II

11^th Grade

The Great Depression:

Agriculture and the Dust bowl

State Standards
Idaho:US2 1.2 /1.4 /2.2 / 3

Utah: US2 6.1

Rationale: This lesson is important for students to understand because it shaped the dynamics of the west and agriculture today, form the migrations to California to the government programs that shape agriculture today.

Objectives: Students will look at the effects dust bowl during the great depression., have the students see the events through the depression and debate weather the programs instituted to minimize the effects of the dustbowl worked or not.

Fore-Knowledge: Students should now that the dust bowl was an important contributor to the great depression.

Materials Needed: Wind Tunnel (Box fan, cardboard boxes toy cabin, car etc. sand, and  damp rag). Each student should have their own journals.

Bell Ringer:  As students walk in have clips of the dust boul on the screan, from the PBS American Esperance, http://www.pbs.org/wgbh/americanexperience/dustbowl/ . Building a Model, Have a build a wind tunnel with a box fan, a cardboard box and then a  cardboard box with a window. Ave a cabin made of Lincoln logs and a toy truck etc. Put sand in the box, and then put a moist rag on top of the sand.

            Run the fan with the moist towel on the sad to represent the topsoil and grass, then after explaining how farmers in the mid west over tilled the soil and lost the top soil then take off the towel and then turn on the fan again… have the students watched and note the difference in their when the “wind blue” and have them write it in their journals.

For eight years dust blew on the southern plains. It came in a yellowish-brown haze from the South and in rolling walls of black from the North. The simplest acts of life — breathing, eating a meal, taking a walk — were no longer simple. Children wore dust masks to and from school, women hung wet sheets over windows in a futile attempt to stop the dirt, farmers watched helplessly as their crops blew away. [source]

[Map source]

The Dust Bowl of the 1930s lasted about a decade. Its primary area of impact was on the southern Plains. The northern Plains were not so badly effected, but nonetheless, the drought, windblown dust and agricultural decline were no strangers to the north. In fact the agricultural devastation helped to lengthen the Depression whose effects were felt worldwide. The movement of people on the Plains was also profound.
As John Steinbeck wrote in his 1939 novel The Grapes of Wrath: "And then the dispossessed were drawn west- from Kansas, Oklahoma, Texas, New Mexico; from Nevada and Arkansas, families, tribes, dusted out, tractored out. Car-loads, caravans, homeless and hungry; twenty thousand and fifty thousand and a hundred thousand and two hundred thousand. They streamed over the mountains, hungry and restless - restless as ants, scurrying to find work to do - to lift, to push, to pull, to pick, to cut - anything, any burden to bear, for food. The kids are hungry. We got no place to live. Like ants scurrying for work, for food, and most of all for land." 
Poor agricultural practices and years of sustained drought caused the Dust Bowl. Plains grasslands had been deeply plowed and planted to wheat. During the years when there was adequate rainfall, the land produced bountiful crops. But as the droughts of the early 1930s deepened, the farmers kept plowing and planting and nothing would grow. The ground cover that held the soil in place was gone. The Plains winds whipped across the fields raising billowing clouds of dust to the skys. The skys could darken for days, and even the most well sealed homes could have a thick layer of dust on furniture. In some places the dust would drift like snow, covering farmsteads.

Timeline of The Dust Bowl

1931

Severe drought hits the Midwestern and Southern plains. As the crops die, the 'black blizzards" begin. Dust from the over-plowed and over-grazed land begins to blow. 

1932

The number of dust storms is increasing. Fourteen are reported this year; next year there will be 38.

1933

March: When Franklin Roosevelt takes office, the country is in desperate straits. He took quick steps to declare a four-day bank holiday, during which time Congress came up with the Emergency Banking Act of 1933, which stabilized the banking industry and restored people's faith in the banking system by putting the federal government behind it.
May: The Emergency Farm Mortgage Act allots $200 million for refinancing mortgages to help farmers facing foreclosure. The Farm Credit Act of 1933 established a local bank and set up local credit associations.
September: Over 6 million young pigs are slaughtered to stabilize prices With most of the meat going to waste, public outcry led to the creation, in October, of the Federal Surplus Relief Corporation. The FSRC diverted agricultural commodities to relief organizations. Apples, beans, canned beef, flour and pork products were distributed through local relief channels. Cotton goods were eventually included to clothe the needy as well.
October: In California's San Joaquin Valley, where many farmers fleeing the plains have gone, seeking migrant farm work, the largest agricultural strike in America's history begins. More than 18,000 cotton workers with the Cannery and Agricultural Workers Industrial Union (CAWIU) went on strike for 24 days. During the strike, two men and one woman were killed and hundreds injured. In the settlement, the union was recognized by growers, and workers were given a 25 percent raise. 

1934

May: Great dust storms spread from the Dust Bowl area. The drought is the worst ever in U.S. history, covering more than 75 percent of the country and affecting 27 states severely.
June: The Frazier-Lemke Farm Bankruptcy Act is approved. This act restricted the ability of banks to dispossess farmers in times of distress. Originally effective until 1938, the act was renewed four times until 1947, when it expired. Roosevelt signs the Taylor Grazing Act, which allows him to take up to 140 million acres of federally-owned land out of the public domain and establish grazing districts that will be carefully monitored. One of many New Deal efforts to reverse the damage done to the land by overuse, the program was able to arrest the deterioration, but couldn't undo the historical damage.
December: The "Yearbook of Agriculture" for 1934 announces, "Approximately 35 million acres of formerly cultivated land have essentially been destroyed for crop production. . . . 100 million acres now in crops have lost all or most of the topsoil; 125 million acres of land now in crops are rapidly losing topsoil. . . " 

1935

January 15: The federal government forms a Drought Relief Service to coordinate relief activities. The DRS bought cattle in counties that were designated emergency areas, for $14 to $20 a head. Those unfit for human consumption - more than 50 percent at the beginning of the program - were destroyed. The remaining cattle were given to the Federal Surplus Relief Corporation to be used in food distribution to families nationwide. Although it was difficult for farmers to give up their herds, the cattle slaughter program helped many of them avoid bankruptcy. "The government cattle buying program was a God-send to many farmers, as they could not afford to keep their cattle, and the government paid a better price than they could obtain in local markets." 
April 8: FDR approves the Emergency Relief Appropriation Act, which provides $525 million for drought relief, and authorizes creation of the Works Progress Administration, which would employ 8.5 million people. 
April 14: Black Sunday. The worst "black blizzard" of the Dust Bowl occurs, causing extensive damage.
April 27: Congress declares soil erosion "a national menace" in an act establishing the Soil Conservation Service in the Department of Agriculture (formerly the Soil Erosion Service in the U.S. Department of Interior). Under the direction of Hugh H. Bennett, the SCS developed extensive conservation programs that retained topsoil and prevented irreparable damage to the land. Farming techniques such as strip cropping, terracing, crop rotation, contour plowing, and cover crops were advocated. Farmers were paid to practice soil-conserving farming techniques.
December: At a meeting in Pueblo, Colorado, experts estimate that 850,000,000 tons of topsoil has blown off the Southern Plains during the course of the year, and that if the drought continued, the total area affected would increase from 4,350,000 acres to 5,350,000 acres in the spring of 1936. C.H. Wilson of the Resettlement Administration proposes buying up 2,250,000 acres and retiring it from cultivation. 

1936

February: Los Angeles Police Chief James E. Davis sends 125 policemen to patrol the borders of Arizona and Oregon to keep "undesirables" out. As a result, the American Civil Liberties Union sues the city.
May: The SCS publishes a soil conservation district law, which, if passed by the states, allows farmers to set up their own districts to enforce soil conservation practices for five-year periods. One of the few grassroots organizations set up by the New Deal still in operation, the soil conservation district program recognized that new farming methods needed to be accepted and enforced by the farmers on the land rather than bureaucrats in Washington. 

1937

March: Roosevelt addresses the nation in his second inaugural address, stating, "I see one-third of the nation ill-housed, ill-clad, ill-nourished . . . the test of our progress is not whether we add more to the abundance of those who have much; it is whether we provide enough for those who have too little."   FDR's Shelterbelt Project begins. The project called for large-scale planting of trees across the Great Plains, stretching in a 100-mile wide zone from Canada to northern Texas, to protect the land from erosion. Native trees, such as red cedar and green ash, were planted along fence rows separating properties, and farmers were paid to plant and cultivate them. The project was estimated to cost 75 million dollars over a period of 12 years. When disputes arose over funding sources (the project was considered to be a long-term strategy, and therefore ineligible for emergency relief funds), FDR transferred the program to the WPA, where the project had limited success.

1938

The extensive work re-plowing the land into furrows, planting trees in shelterbelts, and other conservation methods has resulted in a 65 percent reduction in the amount of soil blowing. However, the drought continued. 

1939

In the fall, the rain comes, finally bringing an end to the drought. During the next few years, with the coming of World War II, the country is pulled out of the Depression and the plains once again become golden with wheat. 
Timeline Source
Assessment: Have the students write their opinions on the dust bowl and have them turn it in with their journal. As a teacher I will be looking for thoughts on the dissection of the dust storms, and or the displacement of hundreds of Midwest farmers.

References:

http://www.english.illinois.edu/Maps/depression/dustbowl.htm

WWII

Lesson 1

1.    What is it we want all students to learn—by grade level, by course, and by unit of instruction?
Establish Essential Standards (Bulleted list of measureable outcomes)
Students will understand . . . The definition of Isolationism & Intervention The events and policies that lead the US from Isolationism to Intervention.	Students will be able to . . . Compare and Contrast American’s view of Isolationism and Intervention
What are possible “Good to Know” topics? American Neutrality- Neutrality Act, Good Neighbor Policy Lease-Lend Act	What are possible “Good to Do” topics? Link to a current event
2.   How will we know when each student has learned—that is, has acquired the knowledge, skills, and dispositions deemed essential?
Types of Formative Assessment Graph the acts and events on a graph with US desire for involvement in the War.	Evidence of Proficiency The graph shows that we were gradually leading towards intervention.
Types of Summative Assessments Choose one Act or event that lead to Intervention in the war and write how an Interventionist and an Isolationist would have reacted to the act. One paragraph for each view.	Evidence of Proficiency 4- Shows understanding of the Act or event and express the two views of the Americans. 3- Shows understanding of the Act or event and expresses one view of the Americans 2- Shows understanding of the Act or event but does not show either view of the Americans 1-Understands the difference between Isolationism and Interventionism but does not give a specific example of an Act or event with the two differing views.

3.            What are the best ways to teach what all students need to know and be able to do?

Learning Activities for All Students As we lecture about these topics using a power point presentation the students will graph their opinion of US involvement, graphing each point as they are discussed in class. They also will be asked to write 3 main aspects of each of the topics. Japanese invasion of China -1931 Neutrality act -1935 Good Neighbor Policy- 1930’s get out of Latin America (Nazi Germany) Invasion of Poland Sept. 1939 Fall of France June 1940 Lend-Lease Act end of 1940 Military Buildup Sept 1940 Resources: -Worksheet that has all of the topics listed in boxes with three bullets for each topic -Graph of US involvement on the “y” axis starting from Isolationism to the top with Interventionism, and on the “x” axis all of these topics.

4.            How will we respond when students experience initial difficulty in their learning?

Outline for Activities for Students Who Did Not Understand or Who Partially Understand Possible stem: “If you did not understand this concept, I would suggest that you…” http://www.teachingamericanhistory.org/neh/interactives/neutrality/ This is a website that has a timeline of events that happened in Asia and Europe. It gives the student the opportunity to guess what the action of the United States was with each event. It will help the students understand how we changed from Isolationism to Intervention as more attacks were made.

5.            How will we enrich and extend the learning for students who are already proficient?

Activities for Enrichments and Extensions Possible stem: “If you are ready for a challenge, I would suggest that you…” Choose one current event and explain the conflict in the US about this event. Write one paragraph about the views of those who want to intervene and a paragraph about those who did not want to intervene.

Lesson 2

6.    What is it we want all students to learn—by grade level, by course, and by unit of instruction?
Establish Essential Standards (Bulleted list of measureable outcomes)
Students will understand . . . -Pearl Harbor and how it affected the intervention of the US in WWII	Students will be able to . . . -Critically analyze what lead up to Pearl Harbor -Share ideas in a group
What are possible “Good to Know” topics? Philippines, Midway, Island Hopping	What are possible “Good to Do” topics? A small one page research paper on a battle of the pacific to share with class.
7.   How will we know when each student has learned—that is, has acquired the knowledge, skills, and dispositions deemed essential?
Types of Formative Assessment Think–Pair-Share 1. Why do you think the United States was so concerned about Japanese expansion into Southeast Asia? 2. How were Japanese airplanes able to approach Pearl Harbor without being detected? And What should have been done beforehand to minimize the destruction that occurred when the Japanese attacked Pearl Harbor? 3. How did this attack push the US into Intervention in WWII? You are a member of the US Navy in 1941, stationed at Pearl Harbor. Write a Letter Home about why we must now go to war due to the attack on Pearl Harbor.	Evidence of Proficiency Each group is able to convey their reactions, and understandings of the content. Every student is able to use historical evidence of the bombing of Pearl Harbor in their letter home.
Types of Summative Assessments What was the significance of the attack on Pearl Harbor? a) It ended the conflict between Germany and Japan. b) It made the United States decide to enter WWII. c) It changed the way that the world viewed war and weaponry. d) It killed many US navy and forced the US army to fill in for the loss. Why was the US so uneasy about the Japanese expansion in Southeast Asia? a) US economic interests in the area b) Loss of ally in the area c) German takeover of the East d) Approaching contact with US territories Reflection of letter: Now that you have seen the end of the war. Write a follow-up letter to your family giving your opinion 1-whether it was effective or not to enter the war after the attack on Pearl Harbor, and 2-if the Japanese deserved the nuclear bombing that they received to end the war.	Evidence of Proficiency 80% of the students answer correctly Letter-Rubric 4-Both questions answered using historical evidence to support their opinion. 3- One question is answered using historical evidence to support their opinion. 2-Both questions answered without using historical evidence to support their opinion 1-One question is answered without using historical evidence to support their opinion.

8.            What are the best ways to teach what all students need to know and be able to do?

Learning Activities for All Students Lecture on -Lead-ins to the Japanese attack on Pearl Harbor -December 7, 1941 Pearl Harbor- events of day -effect this event had on Isolationism pushing them to Intervention During the lecture we will stop and have the students perform a think - pair – share to check for understanding. Students will also fill out a flow chart worksheet showing the logical progression from one event to another leading to Pearl Harbor. Then the students will be asked to write a letter to a family member as if they were in the Navy at Pearl Harbor and explain to them why we must enter the war.

9.            How will we respond when students experience initial difficulty in their learning?

Outline for Activities for Students Who Did Not Understand or Who Partially Understand Possible stem: “If you did not understand this concept, I would suggest that you…” Have the students watch a documentary about Pearl Harbor, to understand events.      “Pearl Harbor, 2001” Directed by Michael Bay

10.         How will we enrich and extend the learning for students who are already proficient?

Activities for Enrichments and Extensions Possible stem: “If you are ready for a challenge, I would suggest that you…” -Have the students analyze primary sources of Journals/ Letters home from Pearl Harbor.

Lesson 3

11. What is it we want all students to learn—by grade level, by course, and by unit of instruction?
Establish Essential Standards (Bulleted list of measureable outcomes)
Students will understand . . . Effect of the war on civilians -Japanese Internment Camps -Women’s role in the war	Students will be able to . . . -create a political cartoon and understand the importance of them
What are possible “Good to Know” topics? -Zoot Suit Riots -Rosie the Riveter	What are possible “Good to Do” topics? -Expand on social movements in the US during this time; ie. African Migration
12.How will we know when each student has learned—that is, has acquired the knowledge, skills, and dispositions deemed essential?
Types of Formative Assessment -Create a political cartoon about the Japanese Americans in the US. Make sure that you do not create anything that may be offensive to someone else.	Evidence of Proficiency -Political cartoon Rubric Content reflects aspects of Japanese Internment 0-5pt. Cartoon is NOT offensive 0-2 pt. Cartoon is Funny or thought provoking 0-2 pt. Artistic 0-1pt. Total points 10
Types of Summative Assessments What did Rosie the Riveter represent in WWII? a) The progression of women’s rights b) Women having to join the workforce c) The strength of women in society d) Propaganda for women’s clothing Create a Venn Diagram comparing Japanese Americans and African Americans, list at least 3 things that happened to each separately and 3 things that both groups shared. Then Using the information that you have written, write a short paragraph explaining why you chose those answers.	Evidence of Proficiency 80% of the students will answer correctly. Rubric 4- All three parts of the Diagram are complete and accurate with 3 answers each, with explanations. 3- All three parts of the Diagram are started but incomplete, 2 answers, however accurate, with explanations 2- The student was unable to find similarities with the two minorities, fair explanation 1- The information given is inaccurate, with few similarities, poor explanation

13.         What are the best ways to teach what all students need to know and be able to do?

Learning Activities for All Students Show ads for women before the war and compare them to women’s ads after the war started. After showing  ads from before 1941: -          Have students write down the attributes or characteristics you see in the person portrayed in the advertisement. -          What do these characteristics say about the media’s portrayal of women? Post 1942 (Rosie the Riveter) -          What attributes or characteristics do the students see now? -          What do these characteristics say about the media’s portrayal of women? -          What happened between these two ads to cause such a drastic change in the qortral of women? -          Why would the Media want to use these kinds of ads? -          Did they work? Facts of women before and after the war: -          Before 12Million women  (1/4 of workforce) were already working -          During 18 Million women (1/3 of workforce) Other questions – Before the war was occupations did women generally hold? – During the war what new occupations were made available to women?  Documentary about the Japanese Internment Camps, have students write 5 facts they learned from the video. News real clip: http://www.youtube.com/watch?v=WiOSUN4EgVQ Children of the Camps (PBS 1999) Or Topaz (1991)

14.         How will we respond when students experience initial difficulty in their learning?

Outline for Activities for Students Who Did Not Understand or Who Partially Understand Possible stem: “If you did not understand this concept, I would suggest that you…” Have students that are wearing red (orange blue whatever) Leave their desks and all of their stuff behind at their desks, to sit at a small table at the back of the classroom. Pass out a quiz on yesterdays lesson give the back table dull pencils and let the students at their desks use their notes. Afterwards discuss the outrage and prodigious of the quiz and compare it to Internment.

15.         How will we enrich and extend the learning for students who are already proficient?

Activities for Enrichments and Extensions Possible stem: “If you are ready for a challenge, I would suggest that you…” Have Students write a book report on a biography on someone that was in or involved with Internment: The Emperor was Devine, The Price of Prejudice, Topaz Moon: Art of the Internment, Drawing the Line, Legends from Camp, Only What We Could Carry, The Chauvinist and other stories, Unfinished Message: Selected Works of Toshio Mori, Yokohama, California, Citizen 13660, I Call to Remembrance: Toyo Suyemoto's Years of Internment, Jewel of the Desert: Japanese American Internment at Topaz, The Children of Topaz, Journey to Topaz,  Desert Exile

Lesson 4

16. What is it we want all students to learn—by grade level, by course, and by unit of instruction?
Establish Essential Standards (Bulleted list of measureable outcomes)
Students will understand . . . -Racism in the military	Students will be able to . . . Compare and Contrast the racism that the Japanese vs. the African Americans felt in WWII
What are possible “Good to Know” topics? -The effect of the war on military	What are possible “Good to Do” topics? Compare the treatment of white soldiers to African American Soldiers
17.How will we know when each student has learned—that is, has acquired the knowledge, skills, and dispositions deemed essential?
Types of Formative Assessment -In groups of 3 have the students work through the DBQ “Minorities During WWII”.  Write summaries of each Primary Source.	Evidence of Proficiency 4-Uses 6 documents in essay, addresses all parts of the question, shows comparison, grammatically correct. 3- Uses 4 documents, addresses all parts of the question, a fair comparison is made, few grammatical errors 2-Uses 2 documents, addresses most parts of the question, fair comparison is made, few grammatical errors 1- Uses 1 document, addresses few parts of the question, no comparison is made, many grammatical errors.
Types of Summative Assessments Why is it said the African and Japanese Americans were fighting a “two-front battle” during WWII? a) They were secretly supporters of their motherlands and were asked to fight against them. b) They were fighting with the United States and were battling the prejudice they received from other Americans. c) They were asked to fight both in Europe, in the east, and in Japan, in the west. d) They were not allowed to be in the US Army and felt like they couldn’t support the war at all. Create a Venn Diagram comparing Japanese Americans and African Americans, list at least 3 things that happened to each separately and 3 things that both groups shared in common. Then Using the information that you have written, write a short paragraph explaining why you chose those answers.	Evidence of Proficiency 80% of the students will answer correctly Rubric 4- All three parts of the Diagram are complete and accurate with 3 answers each, with explanations. 3- All three parts of the Diagram are started but incomplete, 2 answers, however accurate, with explanations 2- The student was unable to find similarities with the two minorities, fair explanation 1- The information given is inaccurate, with few similarities, poor explanation

18.         What are the best ways to teach what all students need to know and be able to do?

Learning Activities for All Students Split the class into groups of 3; give assignments to each student, chair/reader, reader, and scribe. Have them read and analyze the primary sources of the “Minorities in the War: DBQ”. Each group is to summarize in one paragraph for each document. Then, each group is to write a response to the DBQ.

19.         How will we respond when students experience initial difficulty in their learning?

Outline for Activities for Students Who Did Not Understand or Who Partially Understand Possible stem: “If you did not understand this concept, I would suggest that you…” Give the students summaries of the documents if they are not able to summarize them as a group.

20.         How will we enrich and extend the learning for students who are already proficient?

Activities for Enrichments and Extensions Possible stem: “If you are ready for a challenge, I would suggest that you…” -Look forward or back in History from WWII to describe another time that racism was a problem in the US.

Lesson 5

21. What is it we want all students to learn—by grade level, by course, and by unit of instruction?
Establish Essential Standards (Bulleted list of measureable outcomes)
Students will understand . . . -       The decisions leading up to the development and dropping of the Nuclear bomb -       The pros and cons of dropping the nuclear bomb	Students will be able to . . . -       Formulate a lists of pros and cons and create an opinion though facts that they have found.
What are possible “Good to Know” topics? Manhattan project Hiroshima and Nagasaki	What are possible “Good to Do” topics? Write a letter to the stating your opinion for or against the dropping of the 2nd bomb.
22.How will we know when each student has learned—that is, has acquired the knowledge, skills, and dispositions deemed essential?
Types of Formative Assessment -Group Worksheet- 1. What would the cost be for invading Japan?  What would it take to win the war? 2. What was the Manhattan Project and what were the pros and cons to Nuclear experiments? 3. As you read the interview of the bomb survivor write how this makes you feel about the bombing. 4. What can you see happening as result of the nuclear bomb in the United States? -In small groups the students will make a list of 3 ways a nation could protect their interests without war and conflict. They are to choose one of these ideas and create a plan of how the US could use this now with the war in Iraq. Next, the students will have to defend their views in front of the class (as if they were defending them in front of the general defense department). The other students will play the devil’s advocates and try to understand how this plan would really work.	Evidence of Proficiency Students will create their lists/plan of implementation and be able to defend them in the class debate.
Types of Summative Assessments In the end why did Truman decide to drop the atomic bombs on Japan? a) Japan threatened to attack mainland US. b) Japan was becoming too powerful in Southeast Asia c) To save millions of Allied lives, end the war quickly. d) To show the world that the United States had power. -The letter home- this assessment is tied to the letter home in the Lesson Plan 2.	Evidence of Proficiency 80% of the students will answer correctly.

23.         What are the best ways to teach what all students need to know and be able to do?

Learning Activities for All Students Lecture: with Group Worksheet Truman’s Dilemma: ending the War with Japan 1. What would the cost be for invading Japan?  What would it take to win the war? Manhattan Project (pros and cons lists) 2. What was the Manhattan Project and what were the pros and cons to Nuclear experiments? Dropping the bomb on Hiroshima and Nagasaki (letters from survivors http://www.inicom.com/hibakusha/ ) 3. As you read the interview of the bomb survivor write how this makes you feel about the bombing. Balance of Power and the United States 4. What can you see happening as result of the nuclear bomb in the United States? Next we will split the class into small groups and have them make a list of 3 ways a nation could protect their interests without war and conflict. They are to choose one of these ideas and create a plan of how the US could use this now with the war in Iraq. Next, the students will have to defend their views in front of the class (as if they were defending them in front of the general defense department). The other students will play the devil’s advocates and try to understand how this plan would really work.

24.         How will we respond when students experience initial difficulty in their learning?

Outline for Activities for Students Who Did Not Understand or Who Partially Understand Possible stem: “If you did not understand this concept, I would suggest that you…” Read in Textbook about the bombing of Nagasaki and Hiroshima.

25.         How will we enrich and extend the learning for students who are already proficient?

Activities for Enrichments and Extensions Possible stem: “If you are ready for a challenge, I would suggest that you…” Have the Students research the effects of Radiation poisoning or the effects advances in technology as a result of nuclear development.