Goals & Objectives
Students will learn about what was going on within the United States while the country was at war by reading passages from the textbook. Students will interpret the three key items they believed were most important during this time and demonstrate their knowledge of the lesson by making a creative three-tab foldable.
California State Content and Common Core Standards
10.8 Students analyze the causes and consequences of World War II.
10.8.6. Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
10.8.6. Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
Lesson Introduction
The teacher will introduce the lesson visually and audibly. As the students file into the classroom, the students will notice some Glenn Miller big band music playing on the classroom speakers, and will see two of the most infamous propaganda posters hanging on the whiteboard (Rosie the Riveter and Uncle Sam’s “I Want YOU”). Once the song has completed, the teacher will ask the students what they believe they are going to learn about that day. Students will be called on to hear their ideas regarding the music and posters.
Vocabulary
Students will use the following vocabulary/ideas in their three-tab foldable:
- Women in the Workforce
- Executive Order 8802
- The Bracero Program
- Zoot Suit Riots
- Women in the Workforce
- Executive Order 8802
- The Bracero Program
- Zoot Suit Riots
Content Delivery (Lecture)
The lecture will consist of specific reading from the textbook (Section 3- Life On The Home Front). Before actual reading takes place, the teacher will go through each heading and sub-heading that is within the chapter. This will allow the students to get a feel for what they are about to view. Questions will be asked of the students as to what they believe might be waiting for them in each section. Depending on relevance, maps/illustrations may be pointed out before or after the reading portion is complete. The teacher will then begin reading, section by chosen section, asking critical thinking questions when a section is completed.
Student Engagement
Once the reading portion has been completed, students will then be given a three-tab foldable assignment. The students will be asked to create a foldable that contains the three most important/interesting facts that they learned during the lesson. This promotes critical thinking among the students. Divided into three sections, one side of the paper will have a picture (drawn or cut/pasted from a magazine), and the inside of the foldable will be the information the student believes is most relevant from the lesson.
Lesson Closure
Students will pair-share their foldable with a partner. Each student will explain their drawing and share what they thought were the important points of the lesson with their partner.
Assessment
Formative- Students will draw conclusions as a class during the introduction of the lesson. The teacher will walk around the room to hear overall thought process.
Summative- Students will receive a grade on their foldable. This will also allow the teacher to see if the students received all of the pertinent ideas from the lesson.
Summative- Students will receive a grade on their foldable. This will also allow the teacher to see if the students received all of the pertinent ideas from the lesson.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Allowing students to brainstorm constructively and openly during the lesson introduction is a type of interactive instruction that might help students with special needs and striving readers. This activity allows these students to receive instruction by speaking and listening. English learners will benefit from the three-tab foldable activity. If, at first, English learners do not feel confident speaking in front of others, the foldable activity will give those students the same information that everyone else receives. Striving readers will be able to do this assignment, and it will allow the teacher to see how much information the student is taking in.
Lesson Resources
Section 3- Life on the Home Front
http://admin.bhbl.neric.org/~mmosall/ushistory/textbook/Chapter%2025%20America%20and%20WWII/ch%2025%20sect%203%20Home%20Front.pdf
Dinah Zike’s Reading and Study Skills-Foldables
https://moodle-2013-2014.fullerton.edu/pluginfile.php/462491/mod_resource/content/2/Foldables-American%20Journey.pdf
http://admin.bhbl.neric.org/~mmosall/ushistory/textbook/Chapter%2025%20America%20and%20WWII/ch%2025%20sect%203%20Home%20Front.pdf
Dinah Zike’s Reading and Study Skills-Foldables
https://moodle-2013-2014.fullerton.edu/pluginfile.php/462491/mod_resource/content/2/Foldables-American%20Journey.pdf