EDSC Weekly Schedule Unit Plan UNIT TITLE: American Involvement in World War II

For planning purposes, assume your unit will begin on a Monday. Summarize each element as succinctly as possible but provide salient details. Table will expand as you type.
Use additional pages as necessary to plan for multi-week units. Your unit plan should include a variety of instructional, engagement, and assessment strategies. Add links to
resources as appropriate.
Week 1 Monday Tuesday Wednesday Thursday Friday
Lesson Title or
Topic
Causes of American
involvement in WWII
Technological and military
advancements
Allied strategy and the
major battles during WII
The American soldier during
WWII
U.S. foreign policy during
WWII
History /
Social-Science
CA Content
Standard w/
Number
11.7.1 Examine the origins of
American involvement in the
war, with an emphasis on the
events that precipitated the
attack on Pearl Harbor.
11.7.6 Describe major
developments in aviation,
weaponry, communication,
and medicine and the wars
impact on the location of
American industry and use
of resources.
11.7.2 Explain U.S. and
Allied wartime strategy,
including the major battles
of the war.
11.7.3 Identify the roles and
sacrifices of individual
American soldiers, as well as
the unique contributions of
special fighting forces.
11.7.4 Analyze Roosevelts
foreign policy during World
War II.
Measurable
Objective
Students identify the causes
of the attack on Pearl Harbor
and the U.S. involvement in
WWII
Students are able to list the
major devolopments in
technology, transportation,
weaponry, and
communication.
Students identify the key
aspects of Allied strategy
during WWII; students will
also be able to list the
major battles of the war
and the circumstances for
each.
Students examine the
individual experiences of
American soldiers during
WWII, including experiences
on the battle front, of
minorities, and of special
fighting forces.
Students identify
Americas/Roosevelts
foreign policy during WWII,
and be able to explain the
significance of each foreign
policy.
Lesson
Introduction
As students walk in
classroom, a KWL handout
will be passed out on the
U.S. involvement in WWII
what they know and what
they want to know.
The teacher outlines the
lesson plan and
expectations of the
students for that given class
period.
Show 10-min clip from the
movie, Saving Private Ryan
Students will be given
journal entry assignment: if
they had been drafted in
WWII and gone off to war,
what would be their
thoughts, emotions, and
experiences?
Quick review on U.S.
entrance into WWII, and
Allied strategies and major
battles during WWII.
Lesson Body
(Direct
Instruction)
Play part of President
Roosevelts radio address
declaring U.S. neutrality
(1939) 5min; then continue
with short lecture on U.S.
neutrality
Lecture on major
developments in aviation,
weaponry, communication,
and medicine; students
with guided notes as aid
and reference
Emphasis on two different
wars: in Europe and in the
Pacific; Lecture Part 1: the
major battles/strategies in
the Europe.
Some students share their
journal entries with the class.
The class expands on lesson
introduction with a lecture
on American soldiers and
special fighting forces during
WWII.
Show 5-min video clip from
the movie, Pearl Harbor.
Continue with lecture on U.S.
foreign policy during WWII.
Lesson Body
(Student
Activity)
Students complete
worksheet on Pearl Harbor
with the aid of a few primary
sources and the textbook.
Students divide up into
groups of 3 or 4; each group
will be assigned 2 or 3
technological
advancements in which
students will discuss how
each would greatly
influence the war
Lecture Part 2: the major
battles/strategies in the
Pacific.
Watch 15-min documentary
on the experiences of the
American soldier and on
minority groups fighting in
the war.
*guided worksheet provided
for student completion.
Quiz
Lesson Closure
Class discussion on the
causes of U.S. involvement in
WWII; KWLs and Pearl
Harbor worksheets are
turned in at the end of the
period.
Groups share their ideas
and findings with the rest of
the class; class discussion to
conclude the class period.
Assign worksheet for
homework which
progresses students
learning on Allied strategy
and major battles during
WWII.
Finish the documentary
video.
Allow for students to
complete the quiz.
Adaptation /
Engagement
Strategies
Communicate with
translator, and if necessary,
pair SSN with a partner for
worksheet completion.
Carefully divide up ELS and
SSN students among the
small groups.
Prepare all students for full
day of lecture.
Communicate with translator
to prepare for documentary
video; assign partner with
SSN for completion of the
guided video notes
Prepare ELS and SSN
students and personnel for
the quiz ahead of time
Assessment
Monitor thoroughness of
lecture notes and monitor
the completion of KWL
worksheet and Pearl Harbor
worksheet.
Continually monitor the
progress and discussions of
the small groups. Promote
and introduce new lines of
questioning to make sure
the students remain
productive.
Monitor thoroughness of
lecture notes and engage
students in the lecture by
asking both simple and
open ended questions to
keep students attentive.
Walk around the room to
monitor completion of
journal entry, and assess
quality of work with
discussion of individual
journal entries; monitor
completion of guided
worksheet for the
documentary video
Quiz
Resources
KWL worksheet, Audio clip,
lecture notes, Pearl Harbor
worksheet, primary sources,
textbook
Guided lecture notes,
visuals of technological
advancements
Saving Private Ryan video
clip, lecture notes,
worksheet for homework
Journals, guided video notes,
documentary video
Review notes, Pearl Harbor
movie clip, lecture notes,
quiz


EDSC Weekly Schedule Unit Plan UNIT TITLE: American Involvement in World War II
For planning purposes, assume your unit will begin on a Monday. Summarize each element as succinctly as possible but provide salient details. Table will expand as you type.
Use additional pages as necessary to plan for multi-week units. Your unit plan should include a variety of instructional, engagement, and assessment strategies. Add links to
resources as appropriate.
Week 2 Monday Tuesday Wednesday Thursday Friday
Lesson Title or
Topic
U.S. response to the
Holocaust and the war at
home
Japanese internment camps
and the war at home
To drop the bomb or not to
drop the bomb?
The aftermath UNIT Exam
History /
Social-Science
CA Content
Standard w/
Number
11.7.5 Discuss the response
of the administration to
Hitlers atrocities against
Jews and other groups; the
roles of women in military
production; and the roles
and growing political
demands of African
Americans.
11.7.5 Discuss the
constitutional issues and
impact of events on the U.S.
home front, including
internment of Japanese
Americans and restrictions
on German and Italian
citizens.
11.7.7 Discuss the decision
to drop atomic bombs and
the consequences of the
decision (Hiroshima and
Nagasaki).
11.7.8 Analyze the effect of
massive aid given to Western
Europe under the Marshall
Plan to rebuild itself after the
war and the importance of a
rebuilt Europe to the U.S.
economy.
ALL
Measurable
Objective
Students analyze the U.S.
response to the Holocaust,
the roles of women in
factories, and the growth of
the civil rights movement of
African Americans during
WWII.
Students analyze
controversial actions taken
by the U.S. towards
minority groups such as
Japanese, German, and
Italian Americans
Students understand all
viewpoints behind the
decision to drop the atomic
bombs in Japan.
Students identify the
Marshall Plan as significant
to the rebuilding of Western
Europe after WWII, and will
analyze the significance of
the rebuilding effort to the
U.S. economy.
ALL
Lesson
Introduction
Outline the lesson plan and
expectations for the class
period. Introduce the three
main subjects to be lectured
and discussed.
Pass out Unit Exam study
guides. Begin documentary
video on Japanese
internment campsguided
notes provided
Immediately divide up into
groups of 4, and begin short
lecture outlining the events
before, during, and after
the dropping of bombs.
Explain lesson plan and
expectations of students for
that class period.
The exam will be explained
and handed out to the
students, who will have the
entire class period to
complete the exam.
Lesson Body
(Direct
Instruction)
Lecture on the U.S. response
to the Holocaust, roles of
women in factories, and
growth of the civil rights
movements of African
Americans.
Finish documentary video,
and continue with a short
lecture on U.S. treatment
towards minority groups.
Students already divided up
into small groups of 3 or 4.
Each group will work
together to think of all
arguments for and against
the dropping of the atomic
bombs in Japan.
Lecture on the Marshall Plan
and the significance of the
rebuilding effort in Europe to
the U.S. economy.
Students continue to
complete the unit exam. The
teacher will remind students
of the time remaining.
Lesson Body
(Student
Activity)
Divide students into small
groups of 3 or 4. Each group
will be assigned one of the
three subjects discussed in
class. Each group is to
analyze a few primary
sources pertaining to one of
the subjects.
Students will complete
journal entry on Japanese
internment camps and the
treatment of some
minorities during WWII.
The class will then quickly
be divided into two groups:
for and against. The class
will then be instructed to
conduct an informal
debate. Each group will
debate back and forth, a
debater can only present
once.
Remind students of the unit
exam and allow students to
complete or review their
Unit Exam study guides;
answer any questions they
may have on the Unit Exam
or material
Students continue to
complete the unit exam. The
teacher will remind students
of the time remaining.
Lesson Closure
Class discussion on the
primary sources analyzed in
small groups. Students are
encouraged to share their
own personal opinions/ideals
and ask further questions.
Class discussion on journal
entries. Students are to
share their thoughts and
ideals, and are encouraged
to ask further questions.
Finish up debate, and
summarize the purpose and
findings of the debate
activity (if able to due to
time constraint.).
Study and review for Unit
Exam
Students continue to
complete the unit exam. The
teacher will remind students
of the time remaining.
Adaptation /
Engagement
Strategies
Carefully divide up ELS and
SSN students among the
small groups.
Make sure students engage
in class discussion.
Ensure all students are
proactive and engaged
during the small group
discussions; allow for every
student to share their
thoughts in the debate.
Prepare students for the Unit
Exam
Inform ELS and SSP teachers
of exam. Use aides to
support students as needed.
Assessment
Monitor thoroughness of
lecture notes, and monitor
productivity and progress of
each small group.
Monitor completion of
guided notes during the
video, and assess student
understanding of the major
issues addressed during the
video and lecture.
Assess the quality and
quantity of the pros/cons
list in small groups;
evaluate student
understanding of material
during the debate activity
Check for completion and
quality of lecture notes and
Unit Exam study guides.
Unit Exam
Resources
Lecture notes, primary
sources, stu
Unit Exam study guides,
documentary video, guided
video notes, lecture notes,
journals
Lecture notes, pros/cons
list, debate notes, primary
sources
Lecture notes, Unit Exam
study guides, textbook
Unit Exam