WWII Lesson III

Lesson 3

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 . . . 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
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 -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

3.            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)

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…” 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.

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…” 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