Goals & Objectives
Students will be able to communicate the ethical issues that arise out of issues of World War 2. Students will be able to discuss the pro’s and con’s of some of the War’s biggest controversial points.
California State Content and Common Core Standards
11.7.5-Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans and the restrictions on German and Italian resident aliens; the response of the administration to Hitler’s atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.
11.7.7-Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).
RH11-12.3 Evaluations various explanations for actions events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
WHST 11-12.1- Write arguments focused on discipline specific content.
11.7.7-Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).
RH11-12.3 Evaluations various explanations for actions events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
WHST 11-12.1- Write arguments focused on discipline specific content.
Lesson Introduction
To begin with, the teacher will start by telling the students to pick up a flashcard at the front of the desk. Under each flashcard will be the type of person someone will be reflecting. Examples: WW2 soldier, Japanese American, Pro-War American citizen, Anti-War Japanese American, WW2 Soldier’s parent, Diplomat, just to name a few. Students should get into groups with other members who have the same card, discussion their idea’s on the main talking points written on the board, including: Dropping the Atomic Bomb, Japanese-American internment camps, as well as the horrors of the Jewish population in Europe with the concentration camps. They should make notes on key points they wish to make on the topics, as well as ways the opposites might try to disagree with them.
Introduction lasts round 10-15 min.
Introduction lasts round 10-15 min.
Vocabulary
Students will be using vocabulary learned from the Unit on World War 2 through the entire class discussion. Words like, Nazi, Hitler, Atomic bomb, Holocaust, Mussolini, concentration camp as well as other words from the Unit.
Content Delivery
Students will involve themselves in self-reflections as well as role-playing to show the positives and negatives of each of the mentioned key points. They will self teach as well as group and class discussion to influence and show different mindsets. The teacher should try to help the students connect to their flashcards they will obtain. By giving a quick lecture on each one, students should be able to understand their viewpoint. Combined this with previous knowledge students should be able to understand the different viewpoints. The teacher should also point to the modern war trying to connect the cultural environment of today, to the one back then, while also showing the differences.
Student Engagement
Students will then put their desks a giant circle to encompass everyone, as well as the teacher. The students will start by each one quickly standing, saying their name, and who/what type of person they are reflecting. This is so people will know what point of view that will be representing when they speak. After the class is done, the teacher will present an idea. An example would be “Was dropping the Atomic Bomb the only way to end the war?” These thought provoking questions will spark a class discussion on the issues presented. The teacher has to only chime in when the discussion is becoming too heated, or if they are going off track. Teacher should let discussion flow in most instances. When students have thoroughly gone through a topic, the teacher will speak up and move the topic on to the next one. Each topic should be discussed for at least 10 min.
At the end of class the teacher, will discussion, the different viewpoints that students have brought up through the discussion about each topic. Students will return the flashcard, as well as put the chairs back into their normal position.
At the end of class the teacher, will discussion, the different viewpoints that students have brought up through the discussion about each topic. Students will return the flashcard, as well as put the chairs back into their normal position.
Lesson Closure
The lesson closer will be finished with a one page quick write up at the end of class. Each student will choose one subject that the class had discussed and write a one page write up on it. They will write informatively the pros and cons of it as well as advanced thinking on how this effected the population of the time. These they will start in class and turn in the next day.
Assessment
Formative: The formative evaluation will be conducted through the group discussion. Every student should engage in the discussion at some point to get any partial credit. To get full credit, a student needs to participate, as well give a new insight or offer a good idea about a subject.
Summative: The one page write up will prove to be the summative assessment. This will be assessed by a basic 1-5 point chart depending on the quality of the writing.
Summative: The one page write up will prove to be the summative assessment. This will be assessed by a basic 1-5 point chart depending on the quality of the writing.
Accommodations for English Learners, Striving Readers and Students with Special Needs
EL and students with special needs will be encouraged to participate in the group talk, but can also write down their idea’s while in the discussion group to try to get extra points. They can also come in at lunch and show their knowledge of the subject through discussion of the subject with the teacher. Striving readers will help to understand the knowledge better through the communication exercises.