Goals & Objectives
Students will be able to analyze and interpret the Sixth Draft of Annual Message to Congress from Roosevelt. Students will be able to read and sift through a primary source.
California State Content and Common Core Standards
State Standards: 11.7. 1. Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor.
11.7. 4. Analyze Roosevelt’s foreign policy during World War II (e.g., Four Freedoms speech).
RH. 11-12.2 determined the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
WHST 11-12.1 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a singles sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences.
11.7. 4. Analyze Roosevelt’s foreign policy during World War II (e.g., Four Freedoms speech).
RH. 11-12.2 determined the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
WHST 11-12.1 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a singles sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences.
Lesson Introduction
To begin with the teacher will hand each student the first page of President Roosevelt’s Four Freedom’s Speech and ask them to read it. They will discuss with a partner their ideas about the piece, as an example: “Who is this piece to?” and “What is this piece’s importance.” See resource section for the link to the page.
Vocabulary
Students will have to discuss with partners or the class about words they might not understand. They can also highlight a word and look it up after the classroom or as the teacher themselves. A vocabulary box can also be placed on the board with certain words and their explanations of what they mean.
Content Delivery
Students will then read the rest of the document on their own. If they are having a little trouble, they can highlight a section for discussion later. Using Socratic circle, students will then have open discussion about the subject. After having the play-by-play lesson this will help dive deeper into the policies of the United States from before the war. To help indulge in the content and talk about issues as well as biases the teacher will use Socratic circle to help develop discussion on the subject. The teacher can stimulate it with questions about certain issues before and after the document.
They will then move on to a video shown on Docs Teach.This is a video on D-Day. Much different from the previous document this shows video coverage. Students must analyze their ideas about the music, tone, and images shown in the video. To finalize the document lesson they students will then view the BBC presentation. This is a short presentation that contains pictures as well as audio. We will then go over the main points in Socratic circle as well. We will hit all key vocabulary as well as the cause and effect of main points.
They will then move on to a video shown on Docs Teach.This is a video on D-Day. Much different from the previous document this shows video coverage. Students must analyze their ideas about the music, tone, and images shown in the video. To finalize the document lesson they students will then view the BBC presentation. This is a short presentation that contains pictures as well as audio. We will then go over the main points in Socratic circle as well. We will hit all key vocabulary as well as the cause and effect of main points.
Student Engagement
Students will start by having individual reading time for the introduction. This will be followed by partner discussion of the primary source. Following this the students follow complete the reading of the Four Freedom’s Speech. To conclude this piece the students will have Socratic circle to discuss the importance of the piece within the time frame. Students will participate in a lot of reading, watching, then discussing their main points.
Lesson Closure
To conclude with students will create a 3-tabbed note paper. This paper will be used to write down the idea’s or thoughts of the of primary sources. A student folds his paper, hotdog style into three equal sections, writing the main points and their relevance in each section. Probably 2 paragraphs for each little section.
Assessment
Formative: During group discussion on the primary sources teacher will mark down participation of the students. A 1 represents that the student was there, but did not offer a lot of discussion. A 2 will show that the student was active for a part and added discussion but was not a top participant. A 3 describes one of the top talkers who added meaningful discussion to the group.
Summative: 3-Tabbed note paper described in lesson closure will be used to show students understanding about each of the primary documents and their influence on the overall meaning in American history.
Summative: 3-Tabbed note paper described in lesson closure will be used to show students understanding about each of the primary documents and their influence on the overall meaning in American history.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Language learners will use the reading and talking time as practice for their developing skills. Striving readers will have plenty of time to read in class and discuss what they talked about. Special needs will be assessed in an individual basis.
Lesson Resources
Lesson resources very but are also only primary resources. Each resource can be found on the web:
Four Freedoms Speech: http://www.fdrlibrary.marist.edu/archives/view-document.html?URI=http%3A%2F%2Fcmeclient%2FCMBGenericWebService%2FCMBGetPIDUrl%3Fpid%3D82+3+ICM6+db28cm5+FDR0259+26+A1001001A11J19B55826G9397218+A11J19B55826G939721+14+1300%26server%3Ddb28cm%26dsType%3DICM
This is found on the FDR library site.
Docs Teach is the location for the Video for the classroom. Can also be found on this site: http://docsteach.org/documents/39013/detail?mode=browse&menu=closed&era%5B%5D=the-great-depression-and-world-war-ii
The power point with audio can be found at http://news.bbc.co.uk/2/hi/4516871.stm.
Note: Check all sites before the class period to make sure they are all working.
All links are found below:
Four Freedoms Speech: http://www.fdrlibrary.marist.edu/archives/view-document.html?URI=http%3A%2F%2Fcmeclient%2FCMBGenericWebService%2FCMBGetPIDUrl%3Fpid%3D82+3+ICM6+db28cm5+FDR0259+26+A1001001A11J19B55826G9397218+A11J19B55826G939721+14+1300%26server%3Ddb28cm%26dsType%3DICM
This is found on the FDR library site.
Docs Teach is the location for the Video for the classroom. Can also be found on this site: http://docsteach.org/documents/39013/detail?mode=browse&menu=closed&era%5B%5D=the-great-depression-and-world-war-ii
The power point with audio can be found at http://news.bbc.co.uk/2/hi/4516871.stm.
Note: Check all sites before the class period to make sure they are all working.
All links are found below: