Direct instruction

Teacher(s): Mr. Sweet (Shaye Sweet) Subject: 8th grade social studies, Japanese Internment

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

1. Anchor: They demonstrate independence, they build strong content knowledge, they comprehend as well
as critique, they come to understand others perspectives and cultures.
2. Workplace: Delivers content accurately, persuades others, uses communication style appropriate to
audience and situation, listens actively, communicates with diversity in mind, Presents with confidence,
practices interpersonal skills, Respects contributions of others, contributes to an environment of
collaboration, ensures diversity in collaboration, maintains an attitude of openness, explores for deeper
understanding.
3. ISTE: Empowered learner, digital citizen, knowledge constructor.
4. Content: PO 7. Analyze cause and effect relationships between and among individuals and/or historical
events, PO 8. Analyze two points of view on the same historical event, PO 2. Explain how Pearl Harbor led
to United States involvement in World War II, PO 8. Describe the impact of the following executive orders
and decisions: Executive Order 9066.

Objectives (Explicit): Use Blooms verbiage and formula

5. Cognitive: Students will demonstrate knowledge of why and how Japanese Americans were displaced
into internment camps by engaging in Socrative quizzes during the presentation.
6. Affective: Students will take time to reflect on the morality of the United States decision to intern them.
7. Behavioral: Students will debate with each other on the morality of interning Japanese Americans based
on the knowledge they were taught and their own personal beliefs and values.
Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)

While their personal responses will be graded based on participation, such as writing down emotions they would feel (grief,
worry, scared), the bulk of the grade will be based off a rubric that guides the classroom debate. This rubric will be a scale
from 1-5 in which students must participate, effectively argue their point, and show that they understood the content.
Understanding the content would be knowing the executive order, what they were allowed to do within the camp, why they
were placed in the camps, etc.

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)

Reflect, debate, discuss, compare, contrast.

Key vocabulary: Materials/Technology Resources to be Used:

Socrative
Prezi
Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students

Using actual photos of internment camps, I will ask students to imagine a scenario where they are pulled from school and
friends, displaced from family members, their homes, and their possessions and forced to live in these camps, as well as
write down three emotions they would feel. I will then ask how many students were aware that this has once happened to
over 110,000 Japanese Americans after Pearl Harbor right here in the United States to get an idea of how many students
have prior knowledge.
 Teacher Will: Be specific Student Will: Be specific

Use Prezi as engaging and interactive slide show
to deliver content.
Use the Socrative app to ensure students are
listening to the content, as well as tracking those
Instructional Input
Students will watch Prezi slide show and
take notes.
Students will engage in Socrative app to
answer questions following every other

who are not, or those who are behind. slide to retain knowledge.
Clarifying questions: What was the executive
order that legally allowed the United States to
intern Japanese Americans? What event led
President Roosevelt to initiate the order?
Convergent: Why were the camps and those
being interned mostly on the West Coast? What
did the United States fear?
Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching?

Teacher Will: Be specific Student Will: Be specific

Use Socrative to gauge where students are in
content comprehension.
Review points students may have missed
based on quiz scores.
Engage in quick class discussion, having
students answer guided questions or sharing
Guided Practice
Reflect on the content they were given,
developing content comprehension as well
as personal response/opinion to content.
Share at least one point with class to be
written on the board.
Listen to other students to further develop

their own thoughts. their debate positions.

Write all of their main points on the board. Brainstorm and contribute at least one
Cueing questions: Where in WWII have we original or unique fact or point
seen this before? Can you compare the two?
Divergent: Would the United States react the
same if a non-ethnic country attacked Pearl
Harbor? If this happened today, would the
United States do it again?
Make sure each student adds at least one
point in the discussion
Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is
ready to move onto independent practice? And how are you going to differentiate if they do not understand?

Teacher Will: Be specific Student Will: Be specific

Facilitate, but not participate, in a classroom Students engage in debate on morality of

debate. Japanese internment.
Independent Practice

Monitor respectfulness, participation, as well Share whether they believe it was moral
as general appearance of comprehension. based on their own values as well as if the
Questions to consider: United States was justified.
Evaluate: In your opinion, do you feel that Respond respectfully, but critically based
Japanese Internment camps were on facts.
unconstitutional? Do you agree that the
United States had military necessity?
Probing: Did internment impose more racism
than it did security? What would have been
 the consequences had the camps turned into
an American Holocaust?
Use rubric to gauge how effectively students
understood content
Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations?

Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson?

After learning about Japanese Internment and debating its morality with their peers, students will then look at their initial
emotions they wrote at the beginning of the class. They must then respond to these emotions, writing down what they think
differently, what they think the same, and why. Their final response will be if they agree if Japanese Internment was
necessary or moral.

Questions

Clarifying: What was the executive order that legally allowed the United States to intern Japanese Americans? What
event led President Roosevelt to initiate the order?

Convergent: Why were the camps and those being interned mostly on the West Coast? What did the United States fear?

Cueing: Where in WWII have we seen this before? Can you compare the two?

Divergent: Would the United States react the same if a non-ethnic country attacked Pearl Harbor? If this happened today,
would the United States do it again?

Evaluate: In your opinion, do you feel that Japanese Internment camps were unconstitutional? Do you agree that the
United States had military necessity?

Probing: Did internment impose more racism than it did security? What would have been the consequences had the camps
turned into an American Holocaust?