LESSON PLAN 5

Name: Ashley Freije

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

Lesson Title & Subject(s): The Home Front

Topic or Unit of Study: World War II

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.5.5: Explain the significance of Korematsu v. United States.

Indiana State Standard  USH.5.6: Describe the impact of WWII on US culture and economic life.

Indiana State Standard  USH.9.4: Explain issues/problems of the past through the viewpoints of those involved.

Lesson Goal(s):

Students will learn about the struggles facing Americans at home during World War II.

Lesson Objective(s):  

Given a list of terms, students will define vocabulary words with 90% accuracy via assigned homework.

Given a prompt, students will analyze the internment of Japanese-Americans with 75% accuracy and provide an opinion via assigned homework.

Given a prompt, students will describe the US island hopping strategy in the Pacific with 75% accuracy through in-class discussion.

Instructional Materials:

Textbook, PowerPoint, relevant images, court cases.

Resources:

Hirabayashi v US .320 U.S. 81. (1943) Retrieved from http://supreme.justia.com/cases/federal/us/320/81/case.html

Korematsu v. United States. 323 U.S. 214. (1944). Retrieved from http://supreme.justia.com/cases/federal/us/323/214/case.html

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

Yasui v. United States. 320 U.S. 115. (1943). Retrieved from http://supreme.justia.com/cases/federal/us/320/115/

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 previous events in WWII in previous lessons. 

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

Students will learn about how WWII affected Americans at home including the internment of Japanese-Americans, media, and the US economy.

3. Modeling:  I Do

I will lecture on the island hopping campaign and why it was essential to US victory in the Pacific. I will also lecture on the treatment of Japanese-Americans during the war.

4. Guided Practice:  We Do

We will discuss the internment of Japanese-Americans as a class, including the reasoning behind it and how the students feel about it. We will also discuss the Korematsu case in detail. We will also discuss the strategy behind island hopping.

5. Independent Student Practice:  You Do

Students will begin work on their assigned homework.

6. Culminating or Closing Procedure/Activity/Event:

I will ask students if they have any questions over the day’s lesson and preview the next lesson.

Pedagogical Strategy (or Strategies):

Direct Instruction: Lecture

Class Discussion: Korematsu, Japanese-American internment.

Independent Work: Homework

Differentiated Instruction:

Gifted students will be given the option to read and summarize either the Hirabayashi or Yasuir cases for extra credit.

Technology:

      SmartBoard will be used to display the lesson notes.

Student Assessment/Rubrics:

Students will have an assigned homework where they will define key terms with 100% accuracy and describe the treatment of Japanese-Americans with 75% accuracy. They will also describe the US island hopping strategy with 75% accuracy during in class discussion.