America on the World Stage Teacher Scholars Program

Size: px
Start display at page:

Download "America on the World Stage Teacher Scholars Program"

Transcription

1 Title: The Role of Women on the Homefront in World War II Key Words: World War II, homefront, war industry Grade Level: 7 th Grade, US History Part II Time Allotted: 90 minutes Lesson Overview Guiding Question(s) Students will examine primary and secondary sources from WWII to determine what women s roles were, in support of the war effort on the homefronts of the U.S., England, and Germany. To narrow this topic, the focus will be on women working in the factories of the war industries. How did women support the war effort in the war industries of the U.S., England, and Germany? What similarities and differences do you see between the roles of women in support of the war in these countries? Learning Objectives (SWBAT ) *Students will be able to examine and analyze primary and secondary source artifacts and documents from WWII, in order to identify the most likely time period (before or after Pearl Harbor) and ways that women were mobilized in the war industries. *Students will be able to compare and contrast the role of women in the war industries of the U.S., England, and Germany. They will be able to identify similarities and differences in how women were mobilized during WWII, in these 3 countries. Standards of Learning Virginia State Standards US History Part II: World War II USII.6c The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by describing the impact of World War II on the homefront. -American involvement in World War II brought an end to the Great Depression. Factories and workers were needed to produce goods to win the war. -Thousands of American women took jobs in defense plants during the war (ex: Rosie the Riveter).

2 OAH Historical Skills Taught: Chronological Thinking The student will analyze primary resources and determine whether they were created closer to the date of the Attack on Pearl Harbor or the D-Day Invasion during WWII. Historical Comprehension The student will use primary and secondary source artifacts such as posters, photos, articles, letters, and song lyrics/poetry to piece together the motivations, experiences, and impacts on women and the war effort during WWII in the countries of the U.S., England, and Germany. Historical Analysis and Interpretation The student will compare and contrast the differing perspectives of the U.S., England, and Germany toward women s roles in the war effort for WWII. The student should be able to challenge arguments of historical inevitability by examining how different choices in how to mobilize women in the war effort could have led to different outcomes in the war. Assessment Tool(s) -The student will create a Pyramid Foldable (Dinah Zike s, Big Book of United States History, p. 20) which will display what they have gleaned from the information presented on women s roles on the homefronts of the U.S., England, and Germany. OR -The student will complete a Exit Slip: 3 things they learned about women on the homefronts of the U.S., England, and Germany, 2 things they were surprised about, 1 way women s experiences varied based on where they lived. Materials/Resources and Additional Materials Lesson Plans Teacher Notes Powerpoint Presentation Student Handouts Packet A Student Handouts Packet B

3 Class worksheet Assessments: Foldable or Exit Slip Suggested answers Key Modifications and Extensions *Students needing more support may use only Packet A or B, to reduce the number of documents and artifacts that they must analyze. *Students needing more support may need to be placed in groups with stronger students. *Higher achieving students may wish to analyze the role of women in WWII in regard to: military service, nursing, rationing, the USO, Red Cross, Salvation Army, etc. by researching and creating their own powerpoint presentations on any of these topics. Instructional Procedures/Process 1. Bell ringer Activity: Using the PowerPoint Presentation, display SLIDE 2: SLIDE 2: Question :What do we need for war? Give the class 2 minutes to jot down in their notebooks, what they think we need for war. Then list on your board some of their ideas. Hopefully SOMEONE will come up with the idea that we need factories and laborers to make the things needed for war: uniforms, food, tools, weapons, ammunition, etc. Without these laborers to work in the factories, the soldiers would not have what they need to win a war. SLIDE 3: Question : If most of the able bodied men go off to war, who will work in the factories? Give the class 1 minute to jot down in their notebooks, who they think will work in the factories. List on your board some of their ideas. Hopefully someone will come up with the idea that we will need women to work in the factories. Women in the 1940 s were used to being homemakers. They stayed home to focus on their children and create a comfortable living environment for their families. This was the culture of the time, and women would have to be persuaded to change how they lived their lives. SLIDE 4-7: Today our lesson will use Primary Sources and Secondary Sources. Let s quickly review what these terms mean. SLIDE 8: Today we will be discussing The Role of Women on the Homefront of WWII. What is home? Ask the class and record some of their answers on the

4 board. You re looking for an answer like, it s where you are left to carry on without the presence of those who serve their country in the military. Home what is home? A place you live? A place where you are comfortable and safe? The place where you reside with loved ones? The place from which you come? For the purpose of this lesson, home is where you are left to carry on without the presence of those who serve their country in the military. During the 1940 s men (for the most part) fought on the warfront. While a workforce made up of men and women carried on in support of the war, on the homefront. Women were mobilized on homefronts across the world. This lesson will compare how women were mobilized in support of the war effort during WWII in three countries: the United States, England, and Germany. England was chosen as another Allied country to examine. Germany will provide an Axis Power country s perspective. There are many facets in which women were mobilized. Women worked in the factories, joined the military, served as nurses, worked with contractors, and performed jobs that were formerly only given to men. Women performed these tasks to free up more men to serve militarily and to enable their country s military to function at their best. This lesson will focus on how women served in the factories on the homefront. SLIDE 9: Locate the US, England, and Germany on the world map. As we delve into this lesson on women s roles on the homefront during WWII, these are the 3 countries that we will focus on. We will compare how women responded to the need for laborers in the war industries in these 3 countries. Notice that England was part of the Allied Forces, while Germany was an Axis Power country. 2. Pass out the Student Handouts Packet A and the class worksheet. Have the students follow along in Packet A as you discuss SLIDE 10. Refer to the Teacher Guide for information about each slide. Discuss the first few slides together and guide the students in filling out their worksheets for the first few documents/artifacts. 3. Arrange the class in groups to work together in analyzing the documents and artifacts and recording the data on their worksheets.

5 4. When they ve had ample time to complete their analysis of the items in Packet A, use the PowerPoint to display the slides and discuss the group findings. 5. Pass out Packet B and have the students repeat this procedure in their groups, starting with SLIDE 22 analyzing the documents and artifacts and recording their findings. 6. Once again, use the powerpoint to guide a discussion of their findings. Give the students a chance to record any interesting details brought up in the class discussion on their worksheets. You may wish to let your students use their worksheets to complete their assessment. 7. Closure: What have we learned? Allow students time to complete one of the assessments provided.(pyramid foldable OR Exit Slip) Examples of what we would like students to take away from the lesson follow: a. Women worked in the war industries in all 3 countries. b. In England and Germany, women did not have a choice in whether they would go to work to support the war effort. English women were drafted or conscripted to work. German women were informed by the government of where they would work, and for how long. (Is there much difference?) c. In the U.S. women were encouraged to go to work in the war industries, but it was their choice ultimately. d. In Germany women were also encouraged to give birth to at least 4 children for their country. They were even given medals for bearing 4 or more children. e. Women who worked in the war industries made a valuable impact on the outcome of the war. f. Women who worked in the war industries filled the positions of men who were needed to serve in the military during the war. g. During the 1940 s the role of women in the family was quite different from today. Women were used to being homemakers or stay at home mothers. Going to work involved making a cultural change in the dynamics of the family, and a change in the expectations of society in what was socially acceptable for women. h. Many women liked working outside the home. (The self-confidence, self-esteem, and financial independence they earned were precursors to the Women s Movement.)

6 i. Numbers of women workers mentioned in these documents include: a. England by the end of the war 80% of all married women worked outside the home, and 90% of all single women. b. The U.S. by the end of the war women made up 1/3 of the work force. 18,000,000 women were working. c. Germany early in the war it was estimated that 16,000,000 women were working outside the home. They started being forced to work 5 years before the war actually began.

Title Why Did They Come? Key Words immigration, push factors, pull factors Grade Level 7 th grade, US History Time Allotted 60 minutes

Title Why Did They Come? Key Words immigration, push factors, pull factors Grade Level 7 th grade, US History Time Allotted 60 minutes Title Why Did They Come? Key Words immigration, push factors, pull factors Grade Level 7 th grade, US History Time Allotted 60 minutes Lesson Overview Students will use an Immigration packet to take notes,

More information

Virginia Standards of Learning & Essential Historical Skills Taught

Virginia Standards of Learning & Essential Historical Skills Taught Title The Africans Arrive: A History Mystery! Lesson Author Donna Shifflett Key Words Negro, victual, indentured servant, slave Grade Level Grade 4 or 5, Virginia Studies Time Allotted 60 minutes Lesson

More information

Where were they Allied and Central Powers located?

Where were they Allied and Central Powers located? Lesson # Overview Title /Standards Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above). Content focused/action verbs Assessment of Objective(s) (you do not need

More information

World War II Unit Plan

World War II Unit Plan World War II Unit Plan WWII Unit Plan Alex Sears WESTERN UNION RECEIVED FEBRUARY 22 ND, 1942 Mr. Sears 10 th Grade U.S. History Students, Hello! Mr. Sears has asked me to inform you of the important material

More information

2. The student will be able to explain why and how people immigrated to the United States.

2. The student will be able to explain why and how people immigrated to the United States. Title The Experience of Ellis Island Key Words Ellis Island, Citizenship, Immigration Grade Level First Time Allotted 45 minute lesson Lesson Overview Students will learn about what immigration is and

More information

WWII by the Numbers Charting and Graphing D-Day and WWII Data

WWII by the Numbers Charting and Graphing D-Day and WWII Data WWII by the Numbers Charting and Graphing D-Day and WWII Data A Lesson from the Education Department The National WWII Museum 945 Magazine Street New Orleans, LA 70130 (504) 528-1944 www.nationalww2museum.org/learn/education

More information

Lesson Plans. Content Goals: Introduction to the causes and military actions of WWII.

Lesson Plans. Content Goals: Introduction to the causes and military actions of WWII. Lesson Plans In this unit, students study the World War II home front. After an introduction to the origins of the war, they study the effects of the war on the U.S. economy; citizen participation in the

More information

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? Title: Vietnam Controversy Lesson Author: Sloan Lynch and Margaret Beale Key Words: Communism, Cold War Grade Level: 11 th Grade Time Allotted: 55 Minutes Rationale/ Purpose (so what?) Nature and scope

More information

The students will be introduced to the immigration station Ellis Island and participate in a reenactment of the experience of Ellis Island.

The students will be introduced to the immigration station Ellis Island and participate in a reenactment of the experience of Ellis Island. Title The Experience of Ellis Island Key Words Ellis Island, Citizenship, Immigration Grade Level First Time Allotted 45 minute lesson Lesson Overview The students will be introduced to the immigration

More information

Lesson # Overview Title /Standards. Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above).

Lesson # Overview Title /Standards. Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above). Lesson # Overview Title /Standards Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above). Content focused/action verbs Assessment of Objective(s) (you do not need

More information

Men from the British Empire in the First World War

Men from the British Empire in the First World War In 1914, Britain ruled over one quarter of the world s surface area and 434 million people. This was known as the British Empire. When war broke out, Britain was desperate for men to fight. Unlike France,

More information

The Home Front Effort and the Changing Tide

The Home Front Effort and the Changing Tide The Home Front Effort and the Changing Tide Lesson plan author: Bobbie Mason, Mt. Vernon Elementary Intended grade level: 5 th Number of students: varies Major content: U.S. History Unit: World War II

More information

Name: Class: Date: Lesson Assessment: The Home Front

Name: Class: Date: Lesson Assessment: The Home Front 1. What was the effect of the wartime economy on the American home front? a) The economy expanded. b) Fewer goods were produced. c) It led to the Great Depression. d) The standard of living decreased.

More information

UNIT #7 Hot & Cold: World War II & Its Aftermath

UNIT #7 Hot & Cold: World War II & Its Aftermath The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for Fifth Grade Social Studies. UNIT #7 Hot & Cold:

More information

To What Extent Were Women s Contributions in Industries of World War II Valued?

To What Extent Were Women s Contributions in Industries of World War II Valued? To What Extent Were Women s Contributions in Industries of World War II Valued? Author: Tracy Mai, Howard High School, Howard County Public School System Grade Level: High Duration of Lab: 3 days Overview:

More information

WORLD WAR 2 Political and economic conditions in Europe and throughout the world after World War 1 led directly to World War 2:

WORLD WAR 2 Political and economic conditions in Europe and throughout the world after World War 1 led directly to World War 2: Political and economic conditions in Europe and throughout the world after World War 1 led directly to World War 2: 1. The Treaty of Versailles, ending World War 1, was particularly harsh on Germany and

More information

Guide for the Introducing World War II PowerPoint Presentation

Guide for the Introducing World War II PowerPoint Presentation Guide for the Introducing World War II PowerPoint Presentation The PowerPoint presentation serves three purposes. 1. Students are given the opportunity to use their listening skills, which were reviewed

More information

7.S.8 Interpret data to provide the basis for predictions and to establish

7.S.8 Interpret data to provide the basis for predictions and to establish 7 th Grade Probability Unit 7.S.8 Interpret data to provide the basis for predictions and to establish experimental probabilities. 7.S.10 Predict the outcome of experiment 7.S.11 Design and conduct an

More information

Topic: The United States Home Front During World War II

Topic: The United States Home Front During World War II Topic: The United States Home Front During World War II Essential Question: How important was the home front to the United States victory in World War II? Objectives: 1. Explain and evaluate extensive

More information

Sherman's Atlanta Campaign and the Importance of Railroads

Sherman's Atlanta Campaign and the Importance of Railroads Lesson provided by: Eric Emmett, Ashworth Middle School: Gordon County Sherman's Atlanta Campaign and the Importance of Railroads Intended Setting An eighth grade Georgia social studies classroom utilizing

More information

Children Speak Classroom Lessons

Children Speak Classroom Lessons Children Speak Classroom Lessons Rationale: The purpose of these lessons is to explore the stories of four survivors who were children in Europe during the Holocaust, as presented in the Shoah Foundation

More information

Mobilizing the Homefront By: Beth Aldrich Katelyn Tuttle Kirsten Libby Dylan Morin U.S college prep History- Mrs. Luce ( student teacher)

Mobilizing the Homefront By: Beth Aldrich Katelyn Tuttle Kirsten Libby Dylan Morin U.S college prep History- Mrs. Luce ( student teacher) Mobilizing the Homefront By: Beth Aldrich Katelyn Tuttle Kirsten Libby Dylan Morin U.S college prep History- Mrs. Luce ( student teacher) Sonsteby, Gunnar. Report from no. 24, Mobilizing the Home front:

More information

World War II: Causes and Consequences: Teacher s Guide

World War II: Causes and Consequences: Teacher s Guide World War II: Causes and Consequences: Teacher s Guide Grade Level: 6-8 Curriculum Focus: U.S. History Lesson Duration: Two to three class periods Program Description Examine Hitler s occupation of Europe

More information

Wisconsin and the Civil War

Wisconsin and the Civil War 7 Wisconsin: Our State, Our Story Wisconsin and the Civil War In this chapter, students focus on the upheaval brought on by the events associated with the Civil War. Brought home are questions about slavery

More information

Title: The Fight to End Separate but Equal in American Schools

Title: The Fight to End Separate but Equal in American Schools Background: From the time the 14th Amendment was ratified in 1868, it was challenged. The Plessy v. Ferguson decision introduced the separate but equal standard that legalized segregation until the Brown

More information

Deer Valley Unified School District

Deer Valley Unified School District Deer Valley Unified School District Boulder Creek High School CTE & Academic Integration Team Leader: Michelle Coots michelle.coots@dvusd.org CTE Course: Graphic Design (Intro, Intermediate and Advanced)

More information

Table of Contents Part One: Social Studies Curriculum Chapter I: Social Studies Essay Questions and Prewriting Activities

Table of Contents Part One: Social Studies Curriculum Chapter I: Social Studies Essay Questions and Prewriting Activities Table of Contents Part One: Social Studies Curriculum Chapter I: Social Studies Essay Questions and Prewriting Activities 1. How the United States Became a World Power 1 2. Immigration 5 3. The Role of

More information

NAME: PRESENTATION DATE: YOU RE THE TEACHER!

NAME: PRESENTATION DATE: YOU RE THE TEACHER! NAME: PRESENTATION DATE: YOU RE THE TEACHER! You will pick a topic based on the civil war, teach your classmates a lesson in a creative way, and give/grade quizzes to see how well you taught! Your topics

More information

What are some things to consider when deciding if a career is a good fit?

What are some things to consider when deciding if a career is a good fit? Career Fair: Career Research 1 4 CAREERS The BIG Idea What are some things to consider when deciding if a career is a good fit? AGENDA Approx. 45 minutes I. Warm Up: Career Fair Announcement and Expectations

More information

The Constitutional Convention

The Constitutional Convention The Constitutional Convention By: Meghan Smith and Chelsea Sullivan Introduction: For our Curriculum Project, we have created a five-day unit based on the Constitutional Convention. This unit is designed

More information

World War II at Home

World War II at Home The Home Front World War II at Home World War II affected every aspect of American life. Americans were asked to make sacrifices in support of the war effort and the ideas for which we fought. American

More information

Revenge of the Angry Birds. Accommodation Assignment. Chosen Student: Elaine

Revenge of the Angry Birds. Accommodation Assignment. Chosen Student: Elaine Revenge of the Angry Birds Accommodation Assignment Chosen Student: Elaine Tracy Harrison 12/5/2013 Title: Revenge of the Angry Birds Date: 12/5/2013 Grade Level: 9-10 Course: Algebra I Time Allotted:

More information

Antiochian Orthodox Archdiocese Department of Christian Education. 2014 Creative Festivals Lesson Plan: Grades 4-6

Antiochian Orthodox Archdiocese Department of Christian Education. 2014 Creative Festivals Lesson Plan: Grades 4-6 Antiochian Orthodox Archdiocese Department of Christian Education Theme: 2014 Creative Festivals Lesson Plan: Grades 4-6 "You shall love the Lord your God with all your heart, with all your soul, with

More information

GHSWT Prompts. Writing Topic, Number 01

GHSWT Prompts. Writing Topic, Number 01 Writing Topic, Number 01 There=s an old saying, AThere ought to be a law...@ Some people might also say, AThere ought to be a better law.@ Think of a law that does not exist but should. Or, think of an

More information

Sample Lesson Plan using a Scientific Inquiry Approach. Introduction

Sample Lesson Plan using a Scientific Inquiry Approach. Introduction Sample Lesson Plan using a Scientific Inquiry Approach Introduction The following document presents a lesson plan of the topic of acids and bases taught using a scientific inquiry approach. The lesson

More information

ALASKA DISCOVERY LESSON

ALASKA DISCOVERY LESSON GK-12 Program ALASKA DISCOVERY LESSON Adaptations and Ecology in the Arctic Lesson 4 - Arctic Food Chains What are food chains and food webs and how do they apply to arctic ecology? Developer s Name: Corinne

More information

Classroom Instruction Plan Agricultural Communications Unit: Public Relations

Classroom Instruction Plan Agricultural Communications Unit: Public Relations Classroom Instruction Plan Agricultural Communications Unit: Public Relations I. Interest Approach: How are you going to gain the attention of the students? Search for ways National FFA have promoted their

More information

4 Week Unit Plan: Of Mice and Men

4 Week Unit Plan: Of Mice and Men Lundstrem 1 4 Week Unit Plan: Of Mice and Men This unit is meant as a step toward thinking open-mindedly and critically. Students will explore the meanings of friendship, morality, loyalty, dreams, and

More information

Acquisition Lesson Plan for the Concept, Topic or Skill---Not for the Day

Acquisition Lesson Plan for the Concept, Topic or Skill---Not for the Day Acquisition Lesson Plan Concept: Linear Systems Author Name(s): High-School Delaware Math Cadre Committee Grade: Ninth Grade Time Frame: Two 45 minute periods Pre-requisite(s): Write algebraic expressions

More information

Battles Leading up to the Alamo: Gonzales and Goliad. 1. Students will learn about the importance of two battles in propelling the Texas Revolution.

Battles Leading up to the Alamo: Gonzales and Goliad. 1. Students will learn about the importance of two battles in propelling the Texas Revolution. The Texas Revolution Lesson 2 Battles Leading up to the Alamo: Gonzales and Goliad Big idea of chapter: The people involved in the Texas Revolution: What were they fighting for? Was their cause just? Main

More information

Linked Core Abilities

Linked Core Abilities Courtesy of Army JROTC U2C4L3 Negotiating Key Words: Negotiation Principled Negotiation What You Will Learn to Do Negotiate a win/win solution for a given situation Linked Core Abilities Communicate using

More information

P-4: Differentiate your plans to fit your students

P-4: Differentiate your plans to fit your students What Makes a Differentiated Classroom Different From a Traditional Classroom? In the chart below, you ll notice the ways in which a differentiated classroom differs from a traditional classroom. You may

More information

GUIDING QUESTIONS: How do the policies of the federal government affect individuals as well as the economy of the United States?

GUIDING QUESTIONS: How do the policies of the federal government affect individuals as well as the economy of the United States? TITLE: The Government and the Economy LESSON AUTHORS: John Pearson and Jeremy Conrad KEY WORDS: Federal Reserve, Income Tax, Internal Revenue Service, National Debt GRADE LEVEL: 8th TIME ALLOTTED: ~45

More information

Kindergarten Social Studies Unit 09 Exemplar Lesson 02: George Washington: How Did He Contribute to Our National Community?

Kindergarten Social Studies Unit 09 Exemplar Lesson 02: George Washington: How Did He Contribute to Our National Community? Kindergarten Unit 09 Exemplar Lesson 02: George Washington: How Did He Contribute to Our National Community? This lesson is one approach to teaching the State Standards associated with this unit. Districts

More information

associated with puberty for boys and girls.

associated with puberty for boys and girls. Lesson 5 Puberty Overview In this informational lesson, students learn about puberty. Small groups brainstorm physical, emotional and social changes they think occur The class discusses and evaluates the

More information

Thermopylae Lesson Plan. Central Historical Question: How many Persians were at the Battle of Thermopylae?

Thermopylae Lesson Plan. Central Historical Question: How many Persians were at the Battle of Thermopylae? Thermopylae Lesson Plan Central Historical Question: How many Persians were at the Battle of Thermopylae? Materials: Copies of Documents A-D Copies of Graphic Organizer Battle of Thermopylae PowerPoint

More information

The Terrain and Tactics of If You Survive

The Terrain and Tactics of If You Survive The Terrain and Tactics of If You Survive Mechelle Rouchon Course: History 498 Instructor: Dr. Harry Laver Assignment: Analysis First Lieutenant George Wilson served in the U.S. Army during the last, but

More information

EMPOWERING YOURSELF AS A COMMITTEE MEMBER

EMPOWERING YOURSELF AS A COMMITTEE MEMBER 1 EMPOWERING YOURSELF AS A COMMITTEE MEMBER Bernice R. Sandler Senior Scholar Women s Research and Education Institute www.bernicesandler.com 202 833-3331 On virtually all campuses, committees are the

More information

Name: Date: Hour: Allies (Russia in this instance) over the Germans. Allies (British and American forces defeated German forces in Northern Africa)

Name: Date: Hour: Allies (Russia in this instance) over the Germans. Allies (British and American forces defeated German forces in Northern Africa) Name: Date: Hour: World War II Use your textbook and other sources to complete the chart below regarding the significant events that took place during World War II. Answer the questions that follow in

More information

The Treaty of Versailles

The Treaty of Versailles Payback For WWI The Treaty of Versailles The Treaty of Versailles After WWI, the League of Nations made Germany sign the Treaty of Versailles. Germany didn t have any choice whether to sign it or not.

More information

Crossing The Red Sea Exodus 14

Crossing The Red Sea Exodus 14 Lesson 040 Crossing The Red Sea Exodus 14 MEMORY VERSE EXOD US 15:2a The LORD is m y strength and song, and He has bec om e m y salvation; He is m y God, and I will praise Him... WHAT YOU WILL NEED: About

More information

How Waves Helped Win the War: Radar and Sonar in WWII

How Waves Helped Win the War: Radar and Sonar in WWII The Science and Technology of WWII How Waves Helped Win the War: Radar and sonar in WWII Objectives: 1. Students will learn some basic historical facts about the role of radar in the Battle of Britain

More information

WHERE ARE YOU GOING WHERE HAVE YOU BEEN?

WHERE ARE YOU GOING WHERE HAVE YOU BEEN? WHERE ARE YOU GOING WHERE HAVE YOU BEEN? LESSON PLAN FOR DAY 1 OF WHERE ARE YOU GOING WHERE HAVE YOU BEEN TITLE: WHERE ARE YOU GOING WHERE HAVE YOU BEEN INTRODUCTION OVERVIEW Students will be introduced

More information

Table of Contents. Part One: Social Studies Curriculum

Table of Contents. Part One: Social Studies Curriculum Table of Contents Part One: Social Studies Curriculum Chapter I: Social Studies Essay Questions and Prewriting Activities 1. Western Political Thought 1 2. The Age of Revolution 6 3. The Age of Napoleon

More information

MacArthur Memorial Education Programs

MacArthur Memorial Education Programs MacArthur Memorial Education Programs World War II Primary Resources Flag Raising on Iwo Jima, February 23, 1945 Background President Woodrow Wilson described World War I as the war to end all wars. In

More information

Liberty! How the Revolutionary War Began By Lucille Recht Penner ISBN: 0-375-82200-3

Liberty! How the Revolutionary War Began By Lucille Recht Penner ISBN: 0-375-82200-3 American Revolution Liberty! How the Revolutionary War Began By Lucille Recht Penner ISBN: 0-375-82200-3 Teacher: Karen Ours Unit Topic: Events Leading to Revolutionary War Grade: 5 th - Special Ed- MIMR

More information

How to Win Against Sin Lesson One: Our Enemy, Our Hero

How to Win Against Sin Lesson One: Our Enemy, Our Hero How to Win Against Sin Lesson One: Our Enemy, Our Hero Scripture References: Ephesians :, Psalm Teacher Preparation: Read the lesson beforehand and familiarize yourself with it. You do not have to read

More information

Differing Views of Australia's Involvement in the Vietnam War

Differing Views of Australia's Involvement in the Vietnam War Differing Views of Australia's Involvement in the Vietnam War XXXXXX XXXXXXX Australia 16th of May 1970 Appropriate letter writing formation Dear Granddad, I understand why you believe I should do my duty

More information

Differentiated Instruction & Understanding By Design Lesson Plan Format

Differentiated Instruction & Understanding By Design Lesson Plan Format Differentiated Instruction & Understanding By Design Lesson Plan Format Title: The Pearl novel study Subject Matter Emphasis and Level: Reading/Lit. class Middle School 8 Author: Wanda Swenson School District:

More information

Adolf Hitler. The man that did the unthinkable

Adolf Hitler. The man that did the unthinkable Adolf Hitler The man that did the unthinkable Hitler s Childhood Born on April 20 th 1889 His hometown is the Austrian town of Braunau His Mother was a housemaid while his father was an Austrian Custom

More information

Belief Drives Action: How Teaching Philosophy Affects Technology Use in the Classroom

Belief Drives Action: How Teaching Philosophy Affects Technology Use in the Classroom Belief Drives Action: How Teaching Philosophy Affects Technology Use in the Classroom Aaron Gritter Center for Education Policy, Applied Research, and Evaluation University of Southern Maine Paper Presented

More information

Poster 5 - This is a primary source ; a poster ordered by the British government during the first world war. It was addressed to the English.

Poster 5 - This is a primary source ; a poster ordered by the British government during the first world war. It was addressed to the English. Poster 1 ordered by the British government during the first world war. It was addressed to English men to incite them to enlist in the British army. - A military leader, Lord Kitchener, is drawn and painted

More information

Plan 1: The Politics of Revolution. Subject Areas: World History, Political Science, Current Events, and Social Studies

Plan 1: The Politics of Revolution. Subject Areas: World History, Political Science, Current Events, and Social Studies Plan 1: The Politics of Revolution Introduction: In this lesson, students will focus on learning about the political issues that ultimately led to the French Revolution. They will also learn about the

More information

In Their Words: Exploring World War II Through the Power of Story. Overview. Learning Activities BUILDING BACKGROUND

In Their Words: Exploring World War II Through the Power of Story. Overview. Learning Activities BUILDING BACKGROUND In Their Words: Exploring World War II Through the Power of Story Overview These lessons are provided as an educational service of public television station WETA in Washington, D.C. Our thanks Maureen

More information

Computer Literacy Syllabus Class time: Mondays 5:00 7:00 p.m. Class location: 955 W. Main Street, Mt. Vernon, KY 40456

Computer Literacy Syllabus Class time: Mondays 5:00 7:00 p.m. Class location: 955 W. Main Street, Mt. Vernon, KY 40456 Computer Literacy Syllabus Class time: Mondays 5:00 7:00 p.m. Class location: 955 W. Main Street, Mt. Vernon, KY 40456 INSTRUCTOR: Jamie A. McFerron OFFICE: 245 Richmond Street Mt. Vernon, KY 40456 PHONE:

More information

1914-1918: WORLD WAR I CFE 3201V

1914-1918: WORLD WAR I CFE 3201V 1914-1918: WORLD WAR I CFE 3201V OPEN CAPTIONED NATIONAL GEOGRAPHIC SOCIETY 1992 Grade Levels: 10-13+ 25 minutes 1 Instructional Graphic Enclosed DESCRIPTION The forces of nationalism, imperialism, and

More information

Grade 4: Module 3B: Unit 3: Lesson 2 Reading Opinion Pieces, Part II: How Authors Support Their Opinions with Reasons and Evidence

Grade 4: Module 3B: Unit 3: Lesson 2 Reading Opinion Pieces, Part II: How Authors Support Their Opinions with Reasons and Evidence Grade 4: Module 3B: Unit 3: Lesson 2 How Authors Support Their Opinions with Reasons and Evidence This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

More information

LESSON 3 -- CHECKING OUT CHECKING ACCOUNTS

LESSON 3 -- CHECKING OUT CHECKING ACCOUNTS LESSON 3 -- CHECKING OUT CHECKING ACCOUNTS LESSON DESCRIPTION AND BACKGROUND This lesson uses a poster Your Bank Account: 10 Questions to Ask from the Better Money Habits web site (www.bettermoneyhabits.com)

More information

Segment 1: For the Record. State at the beginning of the interview:

Segment 1: For the Record. State at the beginning of the interview: Oral History Interview for Ms. Florence Finch, Ithaca, New York, 2007 (SPAR, Medal of Freedom recipient, worked in Gen. MacArthur s intel division in Philippines) Segment 1: For the Record State at the

More information

Dates count as one word. For example, December 2, 1935 would all count as one word.

Dates count as one word. For example, December 2, 1935 would all count as one word. What is an exhibit? An exhibit is a visual representation of your research and interpretation of your topic's significance in history. Your exhibit will look a lot like a small version of an exhibit you

More information

Why do we suffer? Because it is part of God s Plan. Suffering

Why do we suffer? Because it is part of God s Plan. Suffering Why do we suffer? Because it is part of God s Plan Suffering When we think of suffering, images of physical and emotional pain often come to mind. Most of us, at one time or another, have endured a period

More information

CLASSROOM ASSESSMENT TECHNIQUE EXAMPLES

CLASSROOM ASSESSMENT TECHNIQUE EXAMPLES CLASSROOM ASSESSMENT TECHNIQUE EXAMPLES By Thomas A. Angelo and K. Patricia Cross From Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Ed. Fifty Classroom Assessment Techniques are

More information

Creating Change. As a student, the most frustrating part of getting an education, is learning about

Creating Change. As a student, the most frustrating part of getting an education, is learning about Hannah Coffman Justine Sleator Madison Richards MIS 111 Honors Final Creating Change As a student, the most frustrating part of getting an education, is learning about world problems that are out of our

More information

Emancipation Proclamation Lesson Plan. Central Historical Question: Did Lincoln free the slaves or did the slaves free themselves?

Emancipation Proclamation Lesson Plan. Central Historical Question: Did Lincoln free the slaves or did the slaves free themselves? Lesson Plan Central Historical Question: Did Lincoln free the slaves or did the slaves free themselves? Materials: United Streaming Video Segment: (from American Experience: Ulysses S. Grant: The Warrior:

More information

Daniel Hickey - World War One Unit Outline. Part 1: Introductory Unit Descriptors

Daniel Hickey - World War One Unit Outline. Part 1: Introductory Unit Descriptors Daniel Hickey - World War One Unit Outline Part 1: Introductory Unit Descriptors 1) TOPIC TITLE: World War One 2) Year level/vels level: This unit is designed for students undertaking Year 9 History VELS

More information

Rome: Rise and Fall Of An Empire: Julius Caesar (Disc 1.3)

Rome: Rise and Fall Of An Empire: Julius Caesar (Disc 1.3) 1 Name Date 1. What was the condition of Rome when Julius Caesar was born in 100 B.C.E.? 2. Why was Young Caesar kidnapped? 3. What kind of captor was Caesar? 4. How and why did Caesar enter politics in

More information

Key stages 1 & 2 Lesson plans

Key stages 1 & 2 Lesson plans Remembrance - What does the poppy mean? Why people wear a poppy. What is the significance of a poppy. Who makes the poppy. What a symbol of Remembrance is. The Royal British Legion section of the CD Rom.

More information

How to Sell Yourself in a Job Interview

How to Sell Yourself in a Job Interview TOOLS Interview Tips Helpful Interview Hints How to prepare for the first important meeting What to expect Be prepared The Interview Interview Techniques Most frequently asked questions Facing the Interviewer

More information

Chapter 22: World War I. Four most powerful European nations in the early 1900s were Great Britain, France, Germany, Russia.

Chapter 22: World War I. Four most powerful European nations in the early 1900s were Great Britain, France, Germany, Russia. Chapter 22: World War I The Beginnings of World War I World War I was fought from 1914-1918. United States entered World War I in 1917. The Origins of Europe s Great War Nationalism Four most powerful

More information

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? Title: Responsibilities of citizenship Lesson Author: Joe Mehfoud and Terry McCauley Key Words: citizen, responsibility, duty, right Grade Level: 12 th grade VA/US Government Time Allotted: 45 minutes

More information

When did you enter the military?

When did you enter the military? John Lupardi WWII When did you enter the military? In January Thirty- first, 1945. But I enlisted in June, 1944, in High School. How old were you when you entered and how long were you in the military?

More information

A GIRL SCOUT YEAR. If the answer is YES, we want to do all the activities an earn the A Girl Scout Year patch, put the date you decided here:

A GIRL SCOUT YEAR. If the answer is YES, we want to do all the activities an earn the A Girl Scout Year patch, put the date you decided here: A GIRL SCOUT YEAR Dear Girl Scouts, Are you ready for a year of fun, friendship and adventure? Do you want to learn how to do new things and be a leader in your community? Then let s get started! Every

More information

Binary Numbers Kristin Labby

Binary Numbers Kristin Labby Binary Numbers Kristin Labby 2120 Campus Drive, Evanston IL 60208 Ph: 1-847-467-7655 F: 1-847-491-8999 http://ciera.northwestern.edu/gk12 Adapted from Computer Science Unplugged Activity 1: Count Dots-

More information

Rationale/ Purpose (so what?)

Rationale/ Purpose (so what?) Title: Geography of the Aegean Lesson Author: Matt Barrow and Chris Pobjecky Key Words: Aegean Basin, arable land, barter economy, money economy, Hellenic culture, colonization, polis Grade Level: 9 th

More information

Instructional Chunk #1: What is bias? How does bias effect perspective and opinion?

Instructional Chunk #1: What is bias? How does bias effect perspective and opinion? Research Lesson Plan: Who sank the Maine? Author(s): Melissa Rapp, Cristina Kalesse, Anthony Swierzbinski, Sarah Lucas, Erin Sullivan Targeted Grade Level: 9 th grade Essential Question: What is bias?

More information

Title: To Have a Command or Market Economy; That is the Question Lesson Author: Megan, Debbie, and Dylan

Title: To Have a Command or Market Economy; That is the Question Lesson Author: Megan, Debbie, and Dylan Title: To Have a Command or Market Economy; That is the Question Lesson Author: Megan, Debbie, and Dylan Key Words: economic system, traditional economy, free market economy, command economy, mixed economy,

More information

Lesson 5: School Bus Safety

Lesson 5: School Bus Safety Time: approximately 40 minutes Lesson 5: School Bus Safety LESSON PLAN: Lesson 5 This curriculum does not cover every possible scenario that a child may encounter as a pedestrian, but instead addresses

More information

Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1

Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1 Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1 I. (A) Goal(s): For student to gain conceptual understanding of the metric system and how to convert

More information

parent ROADMAP MATHEMATICS SUPPORTING YOUR CHILD IN KINDERGARTEN

parent ROADMAP MATHEMATICS SUPPORTING YOUR CHILD IN KINDERGARTEN TM parent ROADMAP MATHEMATICS SUPPORTING YOUR CHILD IN KINDERGARTEN K America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past simply

More information

PHRASAL VERBS INTRODUCTION. The Òsmall wordsó in phrasal verbs are important, because they completely change the meaning.

PHRASAL VERBS INTRODUCTION. The Òsmall wordsó in phrasal verbs are important, because they completely change the meaning. PHRASAL VERBS INTRODUCTION Phrasal verbs have two parts: a verb (e.g.: put, take, get, give, go, etc) and one or sometimes two "small words" (e.g.: on, up, out, in, etc) which go with the verb. Compare:

More information

Grade 8 Lesson Peer Influence

Grade 8 Lesson Peer Influence Grade 8 Lesson Peer Influence Summary This lesson is one in a series of Grade 8 lessons. If you aren t able to teach all the lessons, try pairing this lesson with the Substance and Gambling Information,

More information

FROM JUILLIARD AND AROUND THE WORLD TO THE BUCKINGHAM LIFELONG FRIENDS REUNITE AS NEIGHBORS

FROM JUILLIARD AND AROUND THE WORLD TO THE BUCKINGHAM LIFELONG FRIENDS REUNITE AS NEIGHBORS 8580 Woodway Drive Houston, Texas 77063 Phone (832) 426-1372 Fax (713) 660-6512 www.buckinghamhouston.com News Release Contact: Natasha Baker/Beth Wilbins, Forté PR Phone: (214) 890-7912, (469) 939-6233

More information

How do you use word processing software (MS Word)?

How do you use word processing software (MS Word)? How do you use word processing software (MS Word)? Page 1 How do you use word processing software (MS Word)? Lesson Length: 2 hours Lesson Plan: The following text will lead you (the instructor) through

More information

PROUD TO BE A LION! 1. Define the term family based on the variety of human families represented in our own classroom community.

PROUD TO BE A LION! 1. Define the term family based on the variety of human families represented in our own classroom community. Christine Payack Fairhill Elementary School, Fairfax, VA August, 2010 Grade Two, Virginia Science Strand: Life Processes. PROUD TO BE A LION! Major topics developed in this strand: basic needs and life

More information

Healthy and Safety Awareness for Working Teens Unit 5 Communicating Workplace Problems

Healthy and Safety Awareness for Working Teens Unit 5 Communicating Workplace Problems Healthy and Safety Awareness for Working Teens Unit 5 Communicating Workplace Problems Unit 5 Communicating Workplace Problems 1 Unit 5 Overview This purpose of this unit is to help students develop the

More information

Mindset: The New Psychology of Success Carol S. Dweck, Ph.D.

Mindset: The New Psychology of Success Carol S. Dweck, Ph.D. Mindset: The New Psychology of Success Carol S. Dweck, Ph.D. Chapter 1: The Mindsets Chapter 1 presents the two different mindsets fixed and growth. Ms. Dweck reveals that she came upon the idea of researching

More information

Lesson Plan. Preparation

Lesson Plan. Preparation Statistical Process Control (SPC) Tools: Gantt Chart Manufacturing Engineering Lesson Plan Performance Objectives After completing this lesson, students will be able to discuss the purpose of using a Gantt

More information

Explain the image using visual clues to develop informative explanations of images

Explain the image using visual clues to develop informative explanations of images Teacher Guide TT targeted adaptable Primary Intermediate Middle Senior 4 4 Explain the image using visual clues to develop informative explanations of images Learning outcomes understand the basic contents

More information

TEACHING AMERICAN HISTORY PROJECT Lesson Title - Henry Ford & the Assembly Line Russell T. Hart

TEACHING AMERICAN HISTORY PROJECT Lesson Title - Henry Ford & the Assembly Line Russell T. Hart TEACHING AMERICAN HISTORY PROJECT Lesson Title - Henry Ford & the Assembly Line Russell T. Hart Grade 11 Length of class period 55 min Inquiry (What essential question are students answering, what problem

More information

TITLE: World War II: America on the Home Front. PRIMARY SUBJECT AREAS: United States History GRADE LEVEL: 11

TITLE: World War II: America on the Home Front. PRIMARY SUBJECT AREAS: United States History GRADE LEVEL: 11 TITLE: World War II: America on the Home Front PRIMARY SUBJECT AREAS: United States History GRADE LEVEL: 11 OVERVIEW: Students will gain a sense of historical time and historical perspective as they study

More information