LESSON PLAN 2

Name: Ashley Freije

WGU Task Objective Number:603.2.3-04, 602.3.22-08, etc.

Lesson Title & Subject(s): From Isolation to Involvement

Topic or Unit of Study: The Coming of War

Grade/Level: 11

Instructional Setting:

Standard classroom. 20-25 students. A whiteboard will be at the front of the classroom as well as a projector to show computer presentations.

Your State Core Curriculum/Student Achievement Standard(s):

Indiana State Standard USH 4.8 Describe the cause and effect of American isolationism during the 1930s.

Indiana State Standard USH 5.2 Describe key events leading to US entry into WWII.

Indiana state Standard USH 5.3 Identify and describe key leaders and events during WWII.

Lesson Goal(s):

Students will learn the key events that led to the formal start of WWII. They will learn about America’s policy of isolationism and how the United States Government tried to aid Allies while abiding by this policy.

Lesson Objective(s):  

Given a list of events, students will be able to put important WWII events into order with 75% accuracy through assigned homework.

Given a list of vocabulary terms, students will be able to define key terms with 90% accuracy through assigned homework.

Given a prompt, students will be able to articulate at least one reason Americans preferred isolationism to intervention with 80% accuracy through assigned homework.

Instructional Materials:

Powerpoint, audio clip, textbook, relevant photos.

Resources:

Lapsansky-Werner, Emma J., Levy, Peter B., Roberts, Randy, Taylor, Alan. (2010). United States History: reconstruction to the Present. Boston, MA: Prentice Hall.

Murrow, Edward R. (1940). London Rooftop [Radio broadcast]. This is London. London:CBS Radio.

Roosevelt, Franklin D. (1941, January 8). Annual Message to Congress on the State of the Union. Retrieved from http://www.fdrlibrary.marist.edu/pdfs/fftext.pdf

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

1. Identification of Student Prerequisite Knowledge and/or Skills: 

Students will have learned about the early events of WWII from the previous lesson as well as the world leaders involved.

2. New Knowledge and/or Skills To Be Taught:

Students will learn about the events in Europe that led to the formal start of World War II. They will learn about the United States’s stance of isolationism as well as the events that led America to join the war.

3. Modeling:  I Do (30 mintes)

I will lecture on the material, including the policy of isolationism, the important events in Europe, and how FDR tried to aid allies while abiding by congressional limitations.

4. Guided Practice:  We Do (10 minutes)

Throughout the lesson we will engage in class discussion on important points and issues presented in the material.

Students will role-play as Americans from this time. We will explore why some feel America should stay out of WWII and why others feel America should enter the war.

5. Independent Student Practice:  You Do (15 minutes)

Students will break into groups to discuss isolationism and their opinions on it.

Students will have time to begin their homework assignment.

6. Culminating or Closing Procedure/Activity/Event: (5 minutes)

I will end the lesson by asking for any final questions as well as giving a preview of the next class’s material.

Pedagogical Strategy (or Strategies):

Direct Instruction: I will lecture on the material.

Class Discussion: We will discuss important topics and issues from the material.

Role-Play: Students will role play Americans from this time period.

Independent Practice: Homework

Group Work: Students will discuss isolationism in small groups.

Differentiated Instruction:

      Less proficient readers will be given a copy of FDR’s “Four Freedoms” speech to help them understand his view that America should help it’s allies even while staying out of the war.

Technology:

      SmartBoard will be used to display the lesson notes.

Student Assessment/Rubrics:

Students will have a homework assignment that requires them to define key  terms with 90% accuracy.

Students will have a homework assignment where they put key events in order, with 75% 

accuracy.

Students will have a homework assignment where they will articulate at least one reason American’s favored isolationism with 80% accuracy.