WWII Lesson IV

Lesson 4

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 . . . -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
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 -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

3.            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.

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…” Give the students summaries of the documents if they are not able to summarize them as a group.

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…” -Look forward or back in History from WWII to describe another time that racism was a problem in the US.