Student: Kenneth Waldvogel

Course: EDU 329-01

2016
Grade: 8

Professor: Dr. Kraemer

Date: April 16,
Topic: World War II

Content Area: History

Instructional Objectives
After listening to the teacher lecture about World War II and reviewing and discussing nine
documents students will demonstrate their knowledge and understanding of the material by
responding to the accompanying DBQ question for each document. These questions will be
answered with no more than two incorrect answers.

Standards and Indicators

ELA & Literacy Standard Reading Key Ideas and Details (R.1) (Social Studies)
Students will read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text.
Indicator:
This will be evident when students read the documents and answer the questions that
follow.
Example: What year did the European campaign end? 1945
ELA & Literacy Standard Reading Key Ideas and Details (R.2) (Social Studies)
Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
Indicator:
This will be evident when student read the document passages and think about what they
are reading to formulate educated responses.
ELA & Literacy Standard Reading Key Ideas and Details (R.3) (Social Studies)
Analyze how and why individuals, events, and ideas develop and interact over the course of a
text.
Indicator:
This will be evident when students are learning about how one event during WWII
caused another event
Example: The bombing of Pearl Harbor caused the US to declare war on
Japan
College and Career Readiness Anchor Standards for Writing (W. 1) (Social Studies)
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.

Indicator:
This will be evident in the answers to the questions that the students complete and the
essay that is written by the advanced students
WritingStandardsforLiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
(WH.4)(SocialStudies)
Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleare
appropriatetotask,purpose,andaudience.
Indicator:
Thiswillbeevidentwhenthestudentswritetheirresponsestothequestionsandalsoin
theessaythatthemoreadvancedstudentswrite

Materials
Writing materials for student note taking
Civil War era artifacts (bullets, cloth, etc.)
DBQ documents and questions
SmartBoard
iPad

Strategies
Direct teacher instruction
Group discussion
Cooperative learning

Motivation
The students will come into class and look at some World War II materials like old
bullets, pieces of a tank and airplane, or pieces of cloth from uniforms that I will bring in

Developmental Procedure
1.

Teacher will give a 20-25 minute lecture about the events leading up to World War II and
the first few events and other major events that happened. The notes for the lecture will be
displayed on the SmartBoard and students will take notes in their notebooks. (Heading
into the War do you think the leaders of each each country expected that
the war would last as long as they later found out it would? Do you think
they expected it to be as costly (number of casualties) as it was?)
2.
Students will be assigned groups to read the DBQ documents. Groups will be of three or
four students depending on the class size. The groups will have about 25 minutes to read the
nine documents. This is where the students who need the iPad will be given the iPad with the

documents and questions on it. (What are your thoughts on the documents you
read?)
3.
The students will be given about 10 minutes after reading to discuss what they read with
the people in their group.
4.
Students will then have the remaining time to answer the questions that accompany the
documents. (What did you learn today that you did not know coming into
the classroom?)

Adaptations

The English language learners in the class will have translated documents and questions
Students with low motor functioning will do the assignment of a school iPad

Differentiation of Instruction

Extra time will be given either before or after class or during the lunch period for students
who generally take longer to understand concepts

Assessment

Students will answer the nine DBQ questions with no more than three incorrect answers.

Independent Practice
Students will be responsible for researching and collecting ten facts on one of the events
discussed in class. The facts should not be anything that was directly stated in class.

Follow-Up: Direct Teacher Intervention

For any student who failed to pass the assessment the teacher will give them a worksheet that has
a timeline of all the events on it and also gives some critical detail about each event. The
students will have to answer some questions on the worksheet and submit the answers to the
teacher in two days.

Follow-Up: Academic Enrichment

Students who found the DBQ questions to be easy will be given a DBQ essay question and will
be given a week to write the essay and turn it in to the teacher.