Goals & Objectives
Students will be able to distinguish new technological advances that came out of World War II. Students will be able to name the different advancements created during World War II as well as discuss them.
California State Content and Common Core Standards
CA Standards: 11.7.6 Describe major developments in aviation, weaponry, communication, and medicine and the war’s impact on the location of American industry and use of resources.
Common Core: RH 11-12.4 Determine the meaning of words and phrases as they are used in a text including analyzing how an author uses and refines the meaning of a key term over the course of the text.
WHST 11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
Common Core: RH 11-12.4 Determine the meaning of words and phrases as they are used in a text including analyzing how an author uses and refines the meaning of a key term over the course of the text.
WHST 11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
Lesson Introduction
To begin with, the Teacher will call upon students to activate memory from the previous class meeting by asking questions about the World War II play by play. What happened and when? Why did we enter the war? Questions to get the classroom back attentive with their historical knowledge.
Students will then be split into groups of four, each group handed a packet of the pages printed from Pritzker Military Library. The groups will then split into groups of two, one group reading through the book chapter on World War II, while the other two students look through the provided handout. Both groups are looking for technological advances that are created during World War II. All students should be taking notes on these, writing about them and how they helped the war.
Students will then be split into groups of four, each group handed a packet of the pages printed from Pritzker Military Library. The groups will then split into groups of two, one group reading through the book chapter on World War II, while the other two students look through the provided handout. Both groups are looking for technological advances that are created during World War II. All students should be taking notes on these, writing about them and how they helped the war.
Vocabulary
New technology words will be the main vocabulary for the lesson, including X-Ray, Sonar, penicillin, Rockets, and Atomic Bomb just to name a few. Students will understand the meaning of these items through the foldable exercise done for the lesson closure.
Content Delivery
The teacher will place some of the technological advances on the white board, but these are just some examples. Students will be responsible for bring their book, and reading it, or the provided extra reading, and discussing with other group members so that they all understand all the different advancements through sharing and reading. They will then show their understanding of each of the items by creating a 3-tab book foldable. Each item they place have a small paragraph about how the advancement helped the war.
Student Engagement
The students, after reading and finding different technological advances, will create a 3-tab foldable. Not only will they be conducted engaged reading, but they will be engaging with each other for the transfer of knowledge from the pairs with the books to the pairs with the added text.
The students will then create the 3-tab fold-able through the knowledge they wrote down about each of the technological advancements.
The students will then create the 3-tab fold-able through the knowledge they wrote down about each of the technological advancements.
Lesson Closure
The closer consists of two parts. The first one being the creation of the 3-tab foldable, this means that each advancement they put on their foldable will have 3 little sections. The Cover will contain the items name, as well as a drawn picture of it. The inside fold will have a short paragraph about the description of the item. Across from it, on the backside will be another section on which to write where there will be another paragraph about how instrumental this item was to the war. The students will creative think more for this section to understand the effect the item had on the war.
The second part is that the students for homework take a look and investigate the National World War 2 museum tech site that I will write on the board.
If needed to this site has interactive learning tools for any students who need extra help with the material. Click the Button for the interactive site.
The second part is that the students for homework take a look and investigate the National World War 2 museum tech site that I will write on the board.
If needed to this site has interactive learning tools for any students who need extra help with the material. Click the Button for the interactive site.
Assessment
Formative: The teacher will go from group to group helping with questions and scaffolding information to the level of critical thinking and idea’s that need to help generate knowledge for the foldable. If questions arise teacher will address and can possible use as a item to show/inspire the class.
Summative: The foldable will be graded out of ten points. Each of the 3 sections, (front cover, middle cover, and back cover) will have a possible 3 points each per section with a single point left for note taking quality.
Summative: The foldable will be graded out of ten points. Each of the 3 sections, (front cover, middle cover, and back cover) will have a possible 3 points each per section with a single point left for note taking quality.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English learners will be able to use this as vocabulary work. The group work will also help them accomplish the task as because if they get lost they can ask for help. Striving readers will the help through practice reading exercise. Students with special needs can be separated from each other. This allows for a less restrictive environment and promotes streaming courses for them.
If you need extra help, please just ask.
If you need extra help, please just ask.