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MindMap Gallery America's Participation in WWII
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America's Participation in WWII
This mind map is about America's Participation in WWII. Start to use a mind map to express and organize your ideas and knowledge right now.
Edited at 2020-10-09 03:04:20
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America's Participation in WWII
Dropping of the AtomicBombs
Students will analyze whether the droppings of the atomic bombson Nagasaki and Hiroshima were justified by analyzing primaryand secondary sources in a Thiinking Hat Activity, participating ina TV Show Chat discussion and by completing a formativeassessment.
Formative: As students are working in their groups the teacher will be walking around the classroomlistening to their conversations and asking them questions. By asking students questions the teacher willgive students an opportunity for deeper thinking and provides teachers with significant insight into thedegree and depth of student understanding. Questions of this nature engage students in classroomdialogue that expands student learning. Additionally, students will complete their “Atomic Bomb”worksheet in which they will write arguments for and against (with evidence) the dropping of theatomic bombs.
Before the students arrive, the teacher will have set up a gallery of photographsaround the class these photographs will consists of American soldiers dying at thehands of the Japanese, crimes that the Japanese committed during the war,scientists working on the Manhattan Project, images of the atomic bombs, atomicbomb victims (both dead and alive) and images of the Allies celebrating the end ofthe war.
Teacher will then divide the class in two-halves, distribute thediscussion question worksheet and as well as primary andsecondary source material. The teacher will then give each studenta colored bookmark and explain how the Thinking Hat Activity willbe conducted.
Teacher will lead a class discussion (called TVChat Show) in which she will guide studentsthrough the discussion questions.
Students will participate in a gallery walk in which they will get to seephotographs of American soldiers dying at the hands of the Japanese,crimes that the Japanese committed during the war, scientists working onthe Manhattan Project, images of the atomic bombs, atomic bomb victims(both dead and alive) and images of the Allies celebrating the end of the war.
Students will participate in a Thinking Hat Activiy in which theywill eachl be assigned a bookmark of a different color andbe asked to analyze primary and secondary sourcedocuments in order to answer the discussion questions withtheir groups.
Students will participate in a TV Chat Show discussion in whichthey will answer the discussion questions with evidence fromthe text. The audience (the other groups) will have anopportunity to ask questions during this portion of the activity
Summative: Students will write a two-paragraph (5-7 sentences) response to the question(“Should have the United States dropped the atomic bombs on Nagasaki and Hiroshima? Useevidence to support your answer.”) The student’s grade on the paragraph response will notbe based on whether they choose a specific position; instead their grade will be based onhow many pieces of historical information and evidence that they have used to support theirposition.
U.S. and Allied Strategies
Students will understand U.S./Allied wartime strategies.Students will demonstrate an understanding of the variouswartime strategies that the U.S. and the Allies used in orderto succeed in World War II through the use of a simulation.
Formative: The teacher will use the simulation activity to understand whether students understand the material that is beingtaught to them. In addition to the simulation activity, students will have their progress monitored through the discussions thatthey had during the activity and at the end of the class (lesson closure). In listening to the student’s discussion and answers,the instructor can understand what needs to be retaught or revisited for increased understanding. Summative: In order to ensure that students have a complete grasp on the days lesson the teacher will ask questions that allstudents will have to answer orally during the discussion at the end. Additionally, the teacher will give students a grade fortheir paragraphs that they wrote through out the activity (grades will not be based on whether students choose thecorrect strategy, it will instead be based on the rational/evidence they used to justify their answer)
Teacher provide each group four folders labeled: “Decision 1”, “Decision 2”,“Decision 3” and “Decision 4.” Each folder will contain 4 documents: aninformational reading, a map, proposed strategies document and a linedpiece of paper in which students will write their one paragraphresponse.
The lesson will close with a classroom discussion that the teacher will lead. The teacher willask students to discuss what strategy they choose for decision 1, decision 2, decision 3 anddecision 4. If all students agree on the same strategy the teacher will explain why thatparticular strategy was the best. If students did not agree on the same strategy then theteacher will ask questions about why certain people choose a particular strategy, what arethe benefits to the strategy and what are the draw backs.
In groups of four, students will take on the roles of U.S. military analysts to providerecommendations on four key military decisions. Before making a decision, students willgather background information by reading an informational worksheet, examining a map andevaluating proposed military strategies. Once they have discussed with their groups what thebest military strategy is, they will work together to write a one-paragraph responseexplaining the relational behind the strategy that they choose.
Students will participate in a classroom discussion inwhich they will discuss and debate which is the beststrategy to use for every decision that they werepresented with.
Japanese Internment
Students will learn what life was like in a Japanese internment camp byanalyze primary source documents about Japanese interment in the UnitedStates and by answering questions about the primary sources. Students willthen demonstrate their understanding of Japanese internment by writing a 2paragraph response to a formative assessment question
Formative: • At the end of the photograph/document analysis, students will write a twoparagraph analysis about these sources. (Question: In the first paragraph of your documentanalysis you will compare and contrast the different sources. (What do these document havein common? How are these documents different from each other?). In the secondparagraph of your document analysis explain what YOU think life in an internment camp wasreally like (make sure to use quotes from the text to support your claim).
Teacher will provide students with a primary source analysis worksheet (blank) whichstudents will complete independently. The worksheet asks students to analyze/read variousprimary source photographs and documents and then answer questions about those primarysources. Additionally, once they have completed the primary source analysis worksheetstudents will have time to share their answers with a partner and with the class in order toprepare for their formative assessment.
Students will remain engaged during the lesson by analyzing the primary sourcedocuments on their worksheet and answering the accompanying questions (theworksheet will be distributed at the beginning of class). The worksheet is dividedinto 3 sections for each section students will have to analyze/read the primarysources that have been provided, answer the questions that accompany theprimary source.
Once students are done analyzing their primary source andanswering the accompanying questions they will then sharetheir answers with their elbow partner (the person sittingnext to them)
Once students are done comparing/sharing theiranswers with their elbow partner students willparticipate in a class discussion which will be led by theteacher.
Changes in Europe andAmerican Isolationism
Special Fighting Forces
Students will learn about the Tuskegee Airmen, the 442ndRegimental Combat team and the Navajo Code talkers bylistening to a lecture, completing guided notes and answering aTicket out the Door question.
Formative: At the end of the lesson students will answer the Ticket Out The Doorquestion which will evaluate their understanding of the days lesson. Question: Write one significant contribution that each special fighting force (TuskegeeAirmen, 442nd Regimental Combat team, and Navajo Code talkers) made during thewar. Analyze why the men in these special fighting forces choose to become involvedin the war?
Teacher: will present a lecture about the Tuskegee Airmen, the 442ndRegimental Combat team and the Navajo Code talkers. The lecture will givestudents historical information about the treatment of African Americans,JapaneseAmericans and Navajos before the war as well as inform them aboutall the events that these special fighting partook in before, during and afterthe war
Students: will remain engaged during the lessonby completing a guided notes worksheets thatwill be distributed to them at the beginning ofclass.
Students: will engage in a table group discussion inorder to answer the "Food for Though" questions thatwill be posed to them through out the power pointlecture.
Students will learn about the different regimes that were takingover Europe (in Italy, the Soviet Union, Germany and Japan) andabout American’s involvement in the war before the attack onPearl Harbor by doing completing a timeline and writing aparagraph.
Formative: At the end of the close reading and after they complete their timeline studentswill respond to a question in 1-2 paragraphs (Question: Before the attack on Pearl Harborthere was lots of turmoil happening around the world. Briefly explain what was happening incountries like Italy, Russia, Germany and Japan before the attack. Also, do you think thatPresidents Roosevelt’s decision to help China contributed to the attack on Pearl Harbor?Explain why or why not.)
Students will remain Students will remain engagedduring the lesson by following along with the teacheras the explains headings, subheading and bold facewords.
Students will then engage in a Jigsaw readingcomprehension activity in which they will work win groupsin order to complete a reading and answer their assignedquestions.
Students will then participate in a discussion. Once all groups are done identifying themain ideas to their assigned sections, students will be randomly selected to share theiranswers (main ideas) with the rest of the class (all students will have to share duringthe class discussion). While one student is sharing, the rest of the class will be filling intheir timeline and making sure that they add the main ideas for each section of thereading.
Teacher will explain to students what the reading will be about and why it is important for themto know this information. After the teacher has explained this, she will instruct all students toopen their textbooks and turn to pg. 529. The entire class will follow along as the teacher readsall the headings and sub headings in the reading as well as when the teacher explain the definitionsof the bold face words in the text. Teacher will then use the Jigsaw reading comprehensionstrategy in order to ensure that all the students remain engaged during the completion of thereading