Subject Area: US History

Unit Topic: New Deal & World War II

Classroom Setting: Inclusive General Education

Period: 1st Hour Teacher(s) Available: Ms. Gierman

Unit Questions: 1. To what extent was the New Deal successful? 2. Could the internment of Japanese Americans be considered justifiable? 3. What was the root cause of the Zoot Suit Riots of 1943 -ethnic discrimination, gang violence, or something else? 4. To drop or not drop the atomic bombs on Hiroshima & Nagasaki? Unit Schedule: 1. Review of Great Depression Introductory lecture of New Deal 2. Activity #1: Cause/Effect Relationships of the 1920s & 1930s 3. Lectures on World War II (Pacific Theater & Europe) 4. Geographic Map Activity of World War II 5. Video on Japanese Interment/Activity #2: Worksheet on Internment 6. Instructional Pecha Kucha on the Home Front 7. Group Mini-Project: 1941-1945 Home Front Activities 8. Atomic Bomb Introductory Lecture 9. Class Debate: To drop or not drop? Focusing on the atomic bomb

Core Concepts: 1. Presidency of FDR 2. New Deal 3. Japanese Internment 4. World War II (Europe & Pacific Theater) 5. Home Front (1941-1945_ 6. Atomic Bombs

Specific Student Characteristics: -Mike, 17, white male -- continually late to class. Constant content deficiency due to tardy behavior. -Edwin, 17, Latino male -- Mom is/has been sick. Frequently absent due to her illness. Average ability level. Missing academic material often though appears interested in material. -Kayli, 17, white female -- dropped from advanced social studies class due to rigorous athletic schedule. Active learner. Needs to be challenged.

Curricular & Instructional Strategies to Address Student Characteristics: Content: -Graphic organizer for New Deal programs and effects on social, political, economic realms. -Guided power points for students (available online or hard copy) -Primary sources (maps, pictures, documents) Process: -Activity #1 Work with primary documents -Activity#2 Partner Activity in cooperatively structured groups -Mini-Project In class work with teacher assigned groups. Structured roles and tasks to be completed by each individual -Call & Response Debate Individuals choose sides but must come with predetermined sufficient evidence to support argument Product: -Mini-Project culminating in prezi presentation, Pecha Kucha, or informative handout/bulletin for classmates -Class Debate To drop or not drop? Learning Environment: -Cooperative Classroom setting established -Computer labs for mini-project, particularly group research and performance assessment -Forum for debate on atomic bomb

Link to Unit Schedule Number: Content: 1, 2, 3, 5 1, 2, 3, 5 2, 4, 5, 8, 9 Process: 1, 2 5 6, 7

Whole Class Characteristics: -Class struggles to engage with material on a consistent basis. Being 1st hour, half of the class is still asleep while the other half appear interested in the material but quiet. Predominantly Caucasian setting with 14:16 male to female ratio. Fairly homogeneous in socioeconomic status and political viewpoints. Need to be challenged on political perspectives. Most likely to engage when technology is used and multiple methods of representation presented on content material. Respond well to varied assessments where students have choice.

7, 8, 9

Product: 6, 7, 8, 9

Learning Environment: 4, 5, 6, 7, 8, 9