WWII Lesson I

Cody Owens, Krystle Molyneux

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.