Lesson 1 SOL WHII.

12: a) The student will demonstrate knowledge of the worldwide impact of World War II by explaining economic and political causes, describing major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George C. Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito. Goal: The student will be able to explain economic and political causes of WWII, describe major events, and identify leaders of the war. Objective: The student will learn about the aggression by the totalitarian powers; Appeasement; Tendencies towards isolationism and pacifism in Europe and the United States. The student will learn about the German invasion of Poland, fall of France, Battle of Britain, Japanese attack on Pearl Harbor. The student will learn about Franklin D. Roosevelt, Harry S Truman, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito. Enduring Understandings: Many economic and political causes led to World War II. Major theaters of war included Africa, Europe, Asia, and the Pacific Islands. Leadership was essential to the Allied victory. Materials: K-W-L worksheets, Four-Column vocabulary worksheets, Smart Board, internet connection for www.weebly use, WWII folders. Lesson Content: Appeasement, Battle of Britain, Pearl Harbor, F.D.R, Truman, Eisenhower, MacArthur, Churchill, Stalin, Hitler, Tojo, Hirohito. -real world connections: Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. Identify and compare contemporary political boundaries with the locations of civilizations, empires, and kingdoms. Activities: Preparation phase: K-W-L - This lesson will be covered after having covered the unit on depression era and prewar Europe - Demonstrate an example of a K-W-L chart and what the different columns represent - Do an example in the first two columns to demonstrate what should be done. - Have the students split into groups of three and list what they know/think they know about the causes of WWII. - Ask them to focus on the aggression by states such as Germany, Japan and Italy and how they reacted to policies such as appeasement. - Next have them list what they want to know about how WWII started as demonstrated in the demonstration phase. - After completing the first two columns in their groups pass out the Four-Column Organizers for their vocabulary with words already on the chart. Have them read

silently while in their groups filling in the definition column of any words they may come across while reading; vocabulary words in the reading: Totalitarian powers, Allied powers, appeasement, isolationism, invasion of Poland, Fall of France, Battle of Britain, Pearl Harbor, Franklin D. Roosevelt, Harry S Truman, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, Hirohito, totalitarianism and nationalism. Assistance phase After reading, each group will take a few minutes to discuss the reading and pick a group speaker. Each speaker will then take turns and list the different facts their group found as the teacher fills in his list on the smart board with the groups information and any information which the groups may have missed. After completing the K-W-L chart have them store them in their WWII folders. Next display the four-column vocabulary organizer on the smart board and fill in as a class the knowledge connection column with input from the class on the words they found in the reading. Reflection phase The students will create a newspaper blog using www.weebly, two to three paragraphs, either from the United States or Great Britain. In the article the student will pretend that the war in Europe has already began. They will then write why they believe their respective country chose to follow the policy of appeasement or isolationism and how they think it contributed to the outbreak of war in Europe. Instructor will demonstrate how to use weebly.com to create the newspaper and in the process create a full points example of a completed project. Homework Students will find or create a visual connection to go along with the vocabulary words discussed in class to put in the visual column. Students may also finish their newspaper article if needed. Assessment Formative assessment for this lesson is the K-W-L and Four-Column chart which helps students to discover the important issues with the beginning of WWII. The summative assessment is the newspaper article which assess whether or not the student understands how the political policies and economics of pre-war Europe lead to WWII. Accommodations Accommodations for inclusion students will include pre-filled out Four-Column vocabulary charts, assistance throughout the lesson from teacher and peers. Extended time on assignment and only one paragraph requirement for newspaper assessment.

Student example: http://studentexamples.weebly.com/