U.S. HISTORY LESSON PLAN CHAPTER 11 OVERVIEW 1

U.S. HISTORY LESSON PLAN CHAPTER 11 OVERVIEW 1 Chapter Lesson Organization: Chapter 11 A World in Flames, 1931-1941, is a part of a larger unit, Unit 4, entitled Global Struggles 1931-1960. The text and lesson plans provided below, breaks this chapter into four separate sections/lessons. This chapter is intended to be taught over eight, 45 minute, class periods with the chapter introduction and final assessment taking a half period each. Chapter in Context: Germany invaded Poland in 1939, thus formally beginning World War II. In addition to invading neighboring countries, Adolf Hitler was persecuting European Jews. While Europe fought this war, the United States adopted a policy of neutrality, hoping to keep the country out of war. In 1941, Japan attacked the American naval base in Pearl Harbor, Hawaii, and the United States entered the war (Textbook teacher introduction, p. 530B). Grade Level: 11 Subject Area: U.S. History Assigned Reading: Chapter 11: A World in Flames, textbook: The American Vision: Modern Times, Glencoe: McGraw Hill publishers, 2006, p. 530-541. Reading Lexile Level: 1070L (Current Lexile Band for grades 11-CCR and grades 9-10 on the "Stretch" Lexile Band).

U.S. HISTORY LESSON PLAN CHAPTER 1, SECTION 1 2 Subject Area: Chapter 11, Section 1 A World in Flames: 1931-1941 Instructional Concept: This lesson plan outlines the standards/benchmarks, objectives, and learning activities for the chapter introduction and Section 1 activities. This lesson spans two class periods (90 minutes of instruction). Materials Needed: Textbook: The American Vision: Modern Times, teacher wraparound edition. Glencoe: McGraw Hill, 2006, p. 530-541. Digital world map outlining Axis and Allied nations. Laptop, active board, laser pointer White Board, dry erase markers and eraser 29 Vocabulary [Index] Cards with Envelopes for Introductory Reading Assessment Activity: Cards will have one of the following: Benito Mussolini, Fascism, Vladimir Lenin, Joseph Stalin, Adolf Hitler, Manchuria, Neutrality Act of 1935, Internationalism, Anschluss, appeasement, blitzkrieg, Maginot Line, Winston Churchill, Battle of Britain, holocaust, shoah, Nuremberg Laws, Wannsee Conference, concentration camps, extermination camps, America First Committee, Lend-Lease Act, Hemispheric defense zone, Atlantic charter, strategic materials, propaganda, discrimination, exploitation, scapegoat. Each card is placed in a sealed envelope before distribution. Printed copies of Neutrality Act of 1935 excerpt (one copy per student) (Lexile level 1730L College Level). Poster board (3ea minimum), markers, scissors, glue, and construction paper. Section Assessment graphic organizer (with word bank) listing the country, its leader, and ideology. ND Standards & Benchmarks: Standard 1: Students apply Social Studies skills and resources o 9-12.1.2 Interpret and evaluate documents (e.g. primary and secondary sources, fact, fiction, or opinion) to enhance the understanding of social studies content. o 9-12.1.5 Apply social studies skills (e.g., recognize cause and effect, trends, multiple perspectives, change) in real-life contexts Standard 2: Students Understand Important Historical Events o 9-12.2.4 Analyze the major political, economic and social developments that occurred between World War I and World War II (e.g. Red Scar, Roaring 20's, Great Depression, New Deal o 9-12.2.5 Trace the causes, course, and legacy of World War II (e.g., totalitarian regimes; Pacific theater, European theater, home front) Objectives: 1. I can ANALYZE and EVALUATE conditions, actions, and motivations that contribute to conflict and cooperation within and among nations. 2. I can EXPLAIN and DEMONSTRATE conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies and nations 3. I will KNOW how conditions of European Nations, particularly Germany, at the end of World War I, affected the rise of dictatorships before World War II.

U.S. HISTORY LESSON PLAN CHAPTER 1, SECTION 1 3 4. I can UNDERSTAND why the United States strove for neutrality as the world approached World War II. Prior knowledge from Unit 3 is assumed knowledge of U.S. involvement in World War I and the post war years to include the Roaring 20s and the Great Depression and the New Deal. Learning Activities: Chapter Review: Overview Chapter objectives and instruction timeline for this chapter's instruction (5 minutes). Conduct Small Group Activity 1: This activity is designed as an anticipatory set for the upcoming lesson. Breaking the class into small groups (3-4 students each), students are asked to make/brainstorm ideas for events or conditions (economic, political, and social) they believe helped cause World War II these should be taken from prior knowledge covered in previous units. (10 minutes). Pre-Reading Assessment Activity (Five Card Draw): This activity is designed to frontload key terms, people and vocabulary for the upcoming chapter. As students enter the classroom, give each a chapter vocabulary card (contained in a sealed envelope). After the previous small group activities are complete, have students open their envelopes, find other students with cards that can be grouped or categorized along with theirs. Once students have formed their groups, each group writes their words on the board, defines/explains them and tells how they are related. (10 minutes). Small Group Activity 2 (Project-based instruction): Students are broke into three small groups. Each group is assigned a potion of the text dealing with either: Fascism in Italy and Germany, Communism in the U.S.S.R, and Militarism in Japan. Each group, using their assigned sections, will develop a "propaganda" poster designed to persuade readers why they should embrace that particular political movement and its goals (30 minutes). Presentation of each poster is 3 minutes each (10 minutes total). Individual Activity (Persuasive Writing): Each student will read the text sections concerning the Nye Committee, Legislating Neutrality (to include the Neutrality Act of 1935) and Roosevelt and Internationalism (p. 540-541). Students will write a newspaper editorial urging fellow citizens to either embrace isolationism or international ism after World War I. Students must state specific reasons to persuade their audience. (25 minutes). Homework: Assign students pages 542-548 to read for homework and assign questions in preparation for next lessons Socratic Seminar (See Section 2 Lesson Plan for questions). Assessment: Propaganda Poster is informally assessed to gauge learning/comprehension on reading assigned and completed in class (Objectives 1, 2, 3). Editorial writing assignment is graded using designed rubric (Objective 4). Each student will complete graphic organizer comparing each nation studied in this section, the name of the leader, and it's political ideology leading up to World War II. (Objectives 1 and 4). Reflection: N/A

U.S. HISTORY LESSON PLAN CHAPTER 1, SECTION 2 4 Subject Area: Chapter 11, Section 2 World War II Begins Instructional Concept: This lesson plan outlines the standards/benchmarks, objectives, and learning activities for Section 2 of Chapter 11. This lesson will span two class periods (90 minutes of instruction). Materials Needed: Textbook: The American Vision: Modern Times, teacher wraparound edition. Glencoe: McGraw Hill, 2006, p. 542-548. Digital world map outlining Axis and Allied nations. Laptop, active board, laser pointer White Board, dry erase markers and eraser Blank National Geographic/McGraw Hill European Maps 1939-1941 (one per student) Timeline sequencing graphic organizer outlining month and major activity of German expansion in occurring in 1938-1939 (see text p. 542). Socratic Seminar pre assignment questions and guidelines. ND Standards & Benchmarks: Standard 1: Students apply Social Studies skills and resources o 9-12.1.1 Interpret and evaluate a variety of visual representations (e.g. charts, graphs, timelines, maps, etc.) o 9-12.1.5 Apply social studies skills (e.g., recognize cause and effect, trends, multiple perspectives, change) in real-life contexts Standard 2: Students Understand Important Historical Events o 9-12.2.4 Analyze the major political, economic and social developments that occurred between World War I and World War II (e.g. Red Scare, Roaring 20's, Great Depression, New Deal) o 9-12.2.5 Trace the causes, course, and legacy of World War II (e.g., totalitarian regimes; Pacific theater, European theater, home front) Objectives: 1. I can DESCRIBE how and why European leaders attempted to appease Adolf Hitler to avoid war. 2. I can EXPLAIN the events that led to the onset of another continental war in Europe. 3. I can DISCUSS Britain's resolve in the early years of the war. 4. I can visually OUTLINE how the Axis Powers expanded between 1935 and 1941. Learning Activities: Section Review: Overview section objectives and instruction (5 minutes) Individual Activity (Sequencing Exercise): Students are given graphic organizer allowing sequencing of events of German expansion between 1937 and 1939. This activity reviews the homework assigned the day prior and puts lesson activities into perspective. The organizer is reviewed as a class before moving to next activity (15 minutes).

U.S. HISTORY LESSON PLAN CHAPTER 1, SECTION 2 5 Small Group Activity (Map Exercise): Separating the class into small, 3 person groups, each group will receive blank maps of Europe, circa 1935-1941 and label the following: Norway, Sweden, Finland, Poland, Estonia, Latvia, Lithuania, Prussia, U.S.S.R., Hungary Czechoslovakia, Austria, Switzerland, France, Vichy-France, Spain, Ireland, United Kingdom, Turkey, Romania, Bulgaria, Yugoslavia, Greece, Albania, Italy, and the Maginot and Siegfried Lines. Small groups will also research and answer the questions: (1) Why do you think Germany invaded the European nations in this order, and (2) Why did the fortifications ultimately not achieve their purpose? (25 minutes total). Small Group Reading Activity (Socratic Seminar): This activity is designed to facilitate reading comprehension of both Sections 1 and 2 of Chapter 11, deeper understanding of the actions that occurred leading up to World War II and assist students to apply their knowledge gained in reading to apply their learning in facilitated question-and-answer discussion (45 minutes total with set-up, the seminar itself, and closing). Assessment: Timeline graphic organizer will be assessed to check on students understanding from homework reading (Objective 2). Map Exercise will be informally assessed to check for spatial understanding (Objective 4). Socratic Seminar participation will be evaluated by using predesigned rubric (Objective 1 & 3). Reflection: N/A

U.S. HISTORY LESSON PLAN CHAPTER 1, SECTION 2 6 GRAPHIC ORGANIZER Section 2 (Chapter 11) Event Sequencing

U.S. HISTORY LESSON PLAN CHAPTER 1, SECTION 2 7 Socratic Seminar Instructions and Expectations 1. Overview: The Socratic Seminar is designed to facilitate reading comprehension for both Sections 1 and 2 of Chapter 11 of the textbook. The seminar is a discussion where students ask questions pertaining to the assigned reading while other students verbally answer the questions. The teacher will as the first question. All students are expected to participate and each answer should be well thought out and substantiated from the text or individual research. When answering, students are expected to be able to reference where (by page number and paragraph) they found their answer. There is no time for research to be done during the seminar, questions must be answered (and referenced) before class. In order to participate in the seminar, students need to present their written question answers to the teacher. 2. Assigned Reading: Pages 532-548 of textbook, The American Vision: Modern Times. Glencoe: McGraw Hill publishers. 2006. 3. Questions (Answer six of the following questions, two answers must be from questions in bolded text). Be sure to reference your answers from the text, or other researched source. These answers must be written prior to the seminar and presented to the teacher as your "entrance ticket" to the seminar. a. What factors caused the Italian people to be united behind Benito Mussolini's form of aggressive nationalism? b. Compare and contrast the fascism of Hitler's Germany and Stalin's Soviet Union. c. How did the Nye Committee influence the American attitude toward war? d. Summarize the Neutrality Act of 1935 and in what ways it differed from President Roosevelt's own views toward the role of the United States during the inter-war period. e. Compare and contrast Japanese imperialism of 1937 with those seen at the same time in Germany and Italy. f. Why did was Germany interested in annexing Austria and why did Austria not unite against German aggression? g. Who said, "Peace with honor peace in our time" and how would you characterize this speaker's attitude toward the events occurring in Europe in the years immediately preceding World War II? h. In what way did the Nazi-Soviet Nonaggression Pact influence the Germany's actions in 1939? i. What factors allowed the British to resist the German invasion in the Battle of Britain despite being outnumbered?

U.S. HISTORY LESSON PLAN CHAPTER 1, SECTION 4 8 Subject Area: Chapter 11, Section 4 America Enters the War Instructional Concept: This lesson plan outlines the standards/benchmarks, objectives, and learning activities for Section 4 (the last of this chapter) of Chapter 11. This lesson spans one class period (45 minutes of instruction). This lesson plan does not include the final chapter formative (high-stakes) assessment. Materials Needed: Textbook: The American Vision: Modern Times, teacher wraparound edition. Glencoe: McGraw Hill, 2006, p. 556-567 Laptop, active board, laser pointer White Board, dry erase markers and eraser Sequencing Graphic Organizer (provided below), one per student. Small Group Problem-based activity folders (3 each) Mobile notebooks (with web-access), 6 total. ND Standards & Benchmarks: Standard 1: Students apply Social Studies skills and resources o 9-12.1.4 Use media (e.g. oral, written, websites, computer simulations, multimedia ) to access, record, analyze, and communicate information relating to social studies. o 9-12.1.5 Apply social studies skills (e.g., recognize cause and effect, trends, multiple perspectives, change) in real-life contexts o 9-12.1.6 Analyze the impact of bias and prejudice in historical and contemporary media. Standard 2: Students Understand Important Historical Events o 9-12.2.4 Analyze the major political, economic and social developments that occurred between World War I and World War II (e.g. Red Scare, Roaring 20's, Great Depression, New Deal) o 9-12.2.5 Trace the causes, course, and legacy of World War II (e.g., totalitarian regimes; Pacific theater, European theater, home front) Objectives: 1. I can EXPLAIN varying views in America toward involvement in war and how those view changed as events occurred. 2. I can OU.TLINE the events that led to formal American involvement in the Europe and Pacific wars. 3. I can EXPLAIN how President Roosevelt aided Great Britain despite neutrality. 4. I can DESCRIBE how Japan's attack on Pearl Harbor brought the United States into the war. Learning Activities: Section Review: Overview section objectives and instruction (5 minutes). Small Group Activity (Sequencing Exercise): Students are broke into small groups, 3-4 people groupings and told to complete a graphic organizer that outline/sequence events of 1940-1941 that resulted in a slow shift in American opinion away from isolation toward

U.S. HISTORY LESSON PLAN CHAPTER 1, SECTION 4 9 involvement in both European and Asian wars. This activity reviews the homework reading assigned the day prior and puts this lesson activities into perspective. The organizer is reviewed as a class before moving to next activity (15 minutes). Small Group Activity 1 (Problem-based Exercise): The class is organized into three groups, each representing the views in the American isolationist debate. One group is the "Fight for Freedom Committee", one will serve as the "Committee to Defend America by Aiding the Allies", and the third, is the "America First Committee". (See group instructions provided below) (20 minutes total completion time). Small Group Activity 2 (Defense of isolationist opinions): Each group will present its opinion from Small Group Activity 1 with the other two groups allowed to cross-examine with two questions each (15 minutes). If time runs short this "defense" activity can be completed prior to the chapter assessment next class period. Assessment: Timeline graphic organizer will be assessed to check on students understanding from homework reading (Objectives 2, 3, and 4). Small Group Problem-based activity participation will be evaluated for understanding and thoroughness after the entire unit chapter's reading is complete. The cross examination portion of this activity will serve to determine student's comprehension of the causes and effects of U.S., Allied and Axis powers activities had on bring the nation to war (Objective 1). Reflection: N/A

U.S. HISTORY LESSON PLAN CHAPTER 1, SECTION 4 10 GRAPHIC ORGANIZER Section 4 (Chapter 11) Event Sequencing PRO-ISOLATIONIST PRO-INTERVENTIONIST Events that Shifted American Opinion Sep-1940 Mar-1941 Aug -1941 Oct -1941 Dec-1941

U.S. HISTORY LESSON PLAN CHAPTER 1, SECTION 4 11 Small Group Activity 1 (Problem-based Exercise): Instruction for group folder set up Folder One: Fight for Freedom Committee Using your text and one other source (multi-media, web-based, or other written resource) write a one to two paragraph defense of your committee's position on America's need for isolation from European and Asian affairs. List who your founded your group and what action/activity led to your group being formed. Be prepared to give an oral presentation of your defense and undergo cross-examination by the other groups. Time allowed 20 minutes. Folder Two: Committee to Defend America by Aiding the Allies Using your text and one other source (multi-media, web-based, or other written resource) write a one to two paragraph defense of your committee's position on America's need for isolation from military action but not from a position of providing aid to allied nations. List who your founded your group and what action/activity led to your group being formed. Be prepared to give an oral presentation of your defense and undergo crossexamination by the other groups. Time allowed 20 minutes. Folder Three: America First Committee Using your text and one other source (multi-media, web-based, or other written resource) write a one to two paragraph defense of your committee's position on America's need for isolation from foreign affairs. List who your founded your group and what action/activity led to your group being formed. Be prepared to give an oral presentation of your defense and undergo cross-examination by the other groups. Time allowed 20 minutes.