Lesson Plans For World War II Unit

CEP Lesson Plan Form
Lesson Plans for World War II Unit.

Teacher: Mr. Allan
School:
11
Date: 2/15
Fort Collins High School

Content Area:
Grade Level:
US History
Title: War in Europe

Lesson #:_1_ of _4_
Content Standard(s) addressed by this lesson:

(Write Content Standards
directly from the standard)
1a. Evaluate a historical source for point of view
and historical context (DOK 2- 3)
2 c. Analyze the complexity of events in world history (DOK 2-3)
3 c. Evaluate the historical development and impact of political thought, theory and actions
(DOK 1-3)
Understandings: (Big Ideas)

The big idea we will be targeting is the formation of government, particularly
dictatorships.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
What impact have individuals had on history?
Evidence Outcomes: (Learning Targets) OR (Success Criteria)
Will be able to demonstrate my understanding of totalitarianism by 1) taking a quiz
2) being involved in a silent discussion and notes
List of Assessments: (Write the number of the learning target associated with
each assessment)
1) Pre assessment on Socrative quizzing center 2) Two sticky
notes for the silent discussion.
Colorado State University College of Health and Human Sciences
Page 1
Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials

How long do you expect the activity to last
and what materials will you need?
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson, To
put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
Why are you using it at this point in
your lesson?
Procedures
Rise of Totalitarianism
50 Minutes
1) Sticky Notes (6 per student) 2) 13 pens in green, blue and red. 3)
Butcher paper with picture of dictator and quotes 4) Access to
Power Point for the slides we will be covering.
Prior knowledge acquisition.
I will start off the class with a pre-assessment quiz of history of WWII
We will discuss what students know about leaders in Europe. This
includes who they were and what type of government they were
responsible chose to be a part of. I want to show that everyone knew
who Hitler was and wanted to remind that there were other dictators
within Europe at the time.
Students will write down their answers and then share out with the
classroom.
This is the start of a new unit and I want to assess what prior
knowledge the students might bring into the unit.
Teacher: Welcome students into the classroom
Page 2

(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

PROCEDURE?
your lesson?
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Students: Students take out note book and write down learning target
and warm up (2)
Teacher: Have students take out laptops and open up the quiz
Students: Take out laptops and begin the pre-assessment quizzes (15)
Teacher: Have students come together and work through the warm up
question
Students: Write down the answer to the warm up and begin to share
out (3)
Teacher: Open up the slides giving the rules of the silent discussion
Students: Follow along with the rules of the silent discussion (5)
Teacher: Lead students out to the hallway and set a two-minute timer
per dictator
Students: Read through the selected leader write down there given
requirement (8)
Teacher: Rotate students every two minutes
Students: Make a rotation having input on each leader
Teacher: Return students to the classroom
Students: Return to desks and take out notes (2)
Teacher: Cover the 3 dictators and their forms of government
Students: Take notes on the WWII leaders (15)
We will be doing a silent discussion- there will be a picture of Hitler,
Mussolini, and Stalin in the hallway. Each picture will have
corresponding quotes from the individual. Students will either write
down an emotion they are feeling, a connection to the past, or an
influence the leader had on World War II
Silent Discussion do an excellent job of centering a student on their
own learning and learning from student who many times do not share
out.
Call-response.
I will call out the leader and the student will need to respond with what
form of government they were in charge of, ie. Stalin Communism,
Hitler Nazism and finally Mussolini fascism.
Page 3

Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
students in thinking during CLOSURE?
your lesson?
Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
met the needs of your students
on IEPS or 504
For a call-response it is important to bring strong energy to the class in

you want to achieve full engagement.
I want to use the call-response method because it always seems to give
the class some energy and helps them remember the fine points of the
lesson. What leader, what government.
.
Because there is no grade being taken on the pre-assessment there are
no real modifications to be had.
For the silent discussion student who struggle to read I highlighted
some short quotes that I think are most necessary to understand the
selected individual. They will still be expected to contribute to the silent
discussion just with less to read.
I also will provide guided notes to student who struggle to follow along
with the notes.
To modify: If the activity is too advanced

for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Assessment
How will you know if students met the
learning targets? Write a description of
Students are required to write down two pieces of information for each
dictator and their quotes.
Student will then participate in call response, giving verbal
Page 4

what you were looking for in each
assessment.
understanding of the subject discussed.
Page 5
Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
At the end of the lesson I felt that my students were able to
get a firm grasp on what we covered. I saw throughout the
silent discussion students reading through the quotes and
answering their respective questions. There were many
connections other subjects we had talked about including
wars, civil strife, and government types. I really liked how
students added onto why they were feeling the emotion they
were. They did not simply write, sad and instead described
they were saddened by Mussolinis belief that blood turns the
wheels of history because that belief will lead to even more
blood.
2. What changes, omissions, or additions to the lesson would
you make if you were to teach again?
A major issue we had once we entered the hall was many
students forgot what their group was writing down for their
portion of the silent discussion. Next time I will put out a slide
of the requirements so student can look about of the
directions. Along those lines I would also change the 3rd
question. Instead of asking what effect the leader had on the
outcome of World War II I would want students to make a
connection to today. Many students did not yet know what
effect the leader had on World War II so I can see how that
became confusing.
3. What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
For the next lesson we will be going more in depth into the
reasons the United States entered the war and how it
impacted the nation of Europe as a whole. As we discuss the
different groups, Axis and Allies, we will retrace what we
discussed today how and the leaders and their choice of
governments played into the European conflict. Major nations,
their leaders, and the governments is a great starting point for
developing the storyline of World War II.
Page 6
Teacher: Mr. Allan

School:
11

Content Area:
Date: 2/16
Grade Level:
US History
Title: WWII in Europe

Lesson #:2 of 4

1 d. Differentiate between facts and historical
interpretations, recognizing that a historians narrative reflects his or her judgment about
the significance of particular facts (DOK 2-3)
2 f. Investigate causes and effects of significant events in United States history. Topics to
include but not limited to WWI, Great Depression, Cold War (DOK 1-2)

The key understandings of sacrifice that goes into a war
How does society decide what is important in history?
individuals had on history?
What impact have

I will be able to demonstrate my knowledge of the beginning of World War II by
taking notes and completing a one pager presentation.
each assessment)
1) Notes which will be turned in at the end of the unit 2) One pager
presentation turned in as ticket out the door.
Page 7

Start of World War II- want the students to understand how Europe
entered into the chaos known as World War and why the United State
became involved.
50 Minutes
1) Access to Power Point for the presentation 2) Slide print outs 3)
Blank sheets of paper and markers for creating one pager

Anticipatory Set
mind.
lesson.
introduced.
Anticipatory Set?
List off
Student will have only 30 seconds to list as many reasons as they can
for why a nation will go to war.
List off is high paced and has a competitive element which does a nice
job of getting the student engaged.
This will get the students minds thinking about reason nations go to
war and how that connects to the US being involved in World War II.

your lesson?
Procedures
Teacher: Welcome the class

Students: Student find seats and begin writing down the learning target
Page 8

minutes.)
-teacher input
-modeling
-guided/unguided:
-group practice
-other

PROCEDURE?
your lesson?
Closure
and warm up (3)

Teacher: Have a selected student read the learning target
Students: Listen to student and write down the learning target (2)
Teacher: Set a 30 second timer
Students: Will write as many examples of why a nation will go to war in
30 seconds
Teacher: Ask students for their answers- who got the most?
Students: Share their lists. (2)
Teacher: Ask for students to take out their notes-hand out note guides
Students: Take out notes and listen to lecture (15)
Teacher: Lecture through the start of WWII-describe requirement for
battle one pager
Students: Listen to instruction for the battles one pager (5)
Teacher: Have students group up into twos and delegate battles to the
groups
Students: Begin working on their battle one pagers (5)
Teacher: Circulate and help students with their one pagers
Students: Continue to work on the one pagers to end of class (18)
Student will create their own one pagers- the one pager will include the
date of the battle, parties involved, statistics, location and who won.
Students will need to include a picture as well
There are several battles to cover in World War II and I want students to
be able to get firm grasp on one and learn from each other on the
others.
Recover expectations
On their way out student will show their work on the battle posters. I
will remind them the battles are being presented on Friday and they
need to be finished by then. I will go over again my example one pager
to help them understand the requirements.
Page 9

lesson.
consolidate.
students in thinking during
CLOSURE?
your lesson?
Differentiation:
whole lesson!!
on IEPS or 504
Student will be showing the work they have completed thus far and be
able to demonstrate the knowledge they have collected.
I want to make sure the student are prepared to help out one another in
regards to giving instruction on their particular battle
.
For the students with IEP who struggle with taking notes, I will provide a
guided note sheet so they may be able to keep up with the lecture.
For their One pager I want them to include the basic who, what, when,
where, and the outcome. With the addition of picture in order to receive
full credit.

Assessment
assessment.
For note taking I wanted to make sure that the students were following
along with the lesson. As long as they are paying attention with the
lecture I will see their end result of their notes at the end of unit. Lastly
the ticket out the door will show how far the student have gotten on
their one pagers.
Page 10

The students did an excellent job this lesson. They completed their
warm up and learning target quickly and created in-depth onepagers. All students seem very interested in the subject and want to
learn more about the war.

I would like to add a rubric to the one pager to include some
additional guided practice. In addition, I would also make a more
comprehensive. I would also like to add some more videos to keep
the lecture more engaging.

The next lesson we will be switching over to the holocaust. I
will reteach the content needed for understanding how
Germany has all these new lands for killing more people in the
genocide and will then head into the lecture and assignment.
Page 11
Teacher: Mr. Allan

School:
11

Content Area:
Date: 2/17 and 18

Grade Level:
US History

Lesson #:3 of 4

1a. Evaluate a historical source for point of view
and historical context (DOK 2- 3)

The big ideas of how much danger there is in the world when people do not stand
against evil.
What qualifies an event as historically significant rather than simply noteworthy?
What impact have individuals had on history?
I will be able to demonstrate my understanding of the Holocaust by taking notes,
participating in an activity, profiling a holocaust victim and viewing clips.
each assessment)
1) Notes 2) Flag Activity Reflection 3) Victim Profile
Page 12


Anticipatory Set
mind.
lesson.
introduced.
Anticipatory Set?
your lesson?
Procedures
The European Holocaust
90 Minutes
1) Access to Power Point 2) 200 orange lawn flags 3) Student
laptops 4) Youtube
Accessing prior knowledge
Elizabeth, a student of mine, wanted to give a presentation for this
portion of our unit. Elizabeth has spent a great amount of time
researching the Holocaust which includes several trips to the holocaust
museum. I did not want to pass of this opportunity to let one of my
students give a presentation on one of their interest so for the start of
the lesson, Elizabeth and I did this portion together.
Ask the student what they already know about the holocaust.
The European holocaust is one of the most widely known tragic events
in world history so I felt it important to know what my student already
know and to remove any misconceptions.
Teacher: Welcome students to class
Page 13

minutes.)
-teacher input
-modeling
-guided/unguided:
-group practice
-other
Students: Have students come in and write down the learning target
and warm up (3)
Teacher: Ask students to respond out about what they know in regards
to the holocaust
Students: Discuss what they have already learned about the holocaust
(2)
Teacher: Ask students to take out their notes- hand out note guides
Students: Take out notes and get ready for the presentation
Teacher: Give presentation with Elizabeth- asking check for
understanding question to keep students engaged (25)
Students: Follow along with the presentation, taking notes and answer
questions
Teacher: Lead students outside to the parking lot lawn (5)
Students: Follow teacher out the lawn
Teacher: Hand out 3 flag to each student to plant into the ground (3)
Students: Student plant flags
Teacher: Bring student backs and explain how each flag represent 53
thousand death- have students read complete statistics- read a poem
from a holocaust survivor (5)
Students: Listen to statics and poem- select students will read
Teacher: Instruct students are to write a 4 sentence response to how
the activity is making them feel and think
Students: Write down their reflection on the activity
Teacher: Return students to the classroom
Students: Walk back with teacher to the classroom
Teacher: Explain to students the requirements for their holocaust victim
profile
Students: Open laptops and begin researching 5 holocaust victims (10)
Teacher: Ask student to share with a partner 2 of their holocaust victims
Students: Partner share what they learned about their holocaust victim
(4)
Teacher: Show the Train scene for War and Remembrance
Students: Follow along with the scene and describe the feeling that are
coming up (10)
Teacher: Explain how we as a society must be vigilant to not let what
happened over 50 years ago happen again
Page 14

PROCEDURE?
your lesson?
Closure
lesson.
consolidate.
your lesson?
Differentiation:
whole lesson!!
Simulation- Flag planting

I want to add a strong visualization to the lesson. Have students plant 3
flags then letting them know that each flag they planted actually
represents 53,000 deaths seemed to be very impactful to the students.
I want to see the video of Jews being unloaded from the trains at
Auschwitz to have a final image for my students. Then I will make a
closing statement about how we as human beings cannot let the events
of the holocaust happen again.
Using a film clip and have them write down their thoughts on the
events they are watching
Throughout this lesson we spoke about the specifics of the holocaust
and I this video helps to bring in a more human example of what
happened in the holocaust.
Developing studentsFor students who are in need of assistance I will provide note guides to
help them keep up during the lecture.
When we are researching the holocaust victims there are 3 victims with
short and detailed history to help the students who have difficulty
reading to still receive the enrichment of activity and give them a
chance to remain caught up with the other students
Page 15

on IEPS or 504
Assessment
assessment.
Advanced studentsThey will be more involved in the presentation including finding

addition statics on the holocaust and other connection they can make
to more recent genocidal incidents.
For their ticket out the door student will be handing in their victim
profiles and reflection from the flag activity.
This will provide me a strong understanding of what the students
gained from the days activities
Page 16

I really enjoyed giving this lesson. Elizabeth the student who
created the presentation did an awesome job with the lecture and I
only had to step in on occasion. All students turned in their victim
profiles as well as their activity reflections. From the assessment
data and the discussion student seemed to understand what was
being asked from them and the participation was very good.

A major change I would make for the next time would be an
adjustment to the flag activity. Although the student seemed to
really understand the points being made by the activity and I
wanted them to have the freedom to place the flags where every
they liked some did run off and place them too far away from the
activity.

Next lesson we will be discussing the war in Europe and the
presenting the battle one pagers. It will be important to check
for understanding from todays lesson so for the warm up I will
have students list 3 events the remember from last class and
share a victim profile.
Page 17
Teacher: Mr. Allan

School:
11

Content Area:
Date: 2/19
Grade Level:
US History

Lesson #:_4_ of _4_

1 d. Differentiate between facts and historical interpretations, recognizing that a historians

narrative reflects his or her judgment about the significance of particular facts (DOK 2-3) 2
a. Evaluate continuity and change over the course of world history (DOK 1-3) 2 b. Investigate
causes and effects of significant events in world history (DOK 1-2)

The big ideas of that many times in history change is does not just come from one
single event.
What qualifies an event as historically significant rather than simply noteworthy?

I will be able to demonstrate my understanding of WWII to in Europe by presenting
and turning in my battle One-Pager and taking notes on the lecture.
each assessment)
1) Present battles 2) Turn in one pager 3) Take notes
Page 18


Anticipatory Set
mind.
lesson.
introduced.
Anticipatory Set?
your lesson?
Procedures
Ending World War II- VE Day
1) Student onepagers 2) Power Point Presentation

Inquiry
What do you know about the Pacific War?
I am asking an inquiry question in order to gain understanding of the

students prior knowledge about the Pacific War.
With finishing up World War II in Europe, I want the student to start
thinking about how the two theaters, Pacific and European are
connected.
Teacher: Welcome students to the classroom instruct them to begin
writing down learning target and begin warm up
Page 19

minutes.)
-teacher input
-modeling
-guided/unguided:
-group practice
-other
Student: Take their seats one student reads out the learning target the
rest write them down (3)
Teacher: Ask for response for the warm up
Students: Students give out their answer to the warm up (2)
Teacher: Put up the slide listing the different battles in Europe-begin
calling up students to present
Students: Present the main battles listed on the slide (15)
Teacher: Circulates and help students in their presentations
Students: Write down notes as their peers give battle presentations
Teacher: Close the battle presentations
Students: Give one get one on any missed battles (5)
Teacher: Present the ending of the World War II
Students: Take notes for the ending of WWII (15)
Teacher: Class wrap up- Discuss lasting legacy of the WWII and leading
into the Cold War (10)

PROCEDURE?
Students will be presenting their Battle Posters engaging their

knowledge on their particular battle.
Students will also be engaging by taking notes on other battles
presented by their peers

your lesson?
Closure
lesson.
Lasting legacy
End World War II in Europe is an excellent time to discuss the
beginnings of the Cold War and how the European struggle lead into
the divides with in the continent during the Cold War.
Page 20

consolidate.
CLOSURE?
your lesson?
Differentiation:
whole lesson!!
on IEPS or 504
I will be asking review questions in regards to what we have discussed

through our World War II unit. The I will be assessing prior knowledge
about the Cold War. To hold their learning, I will be writing down their
thoughts on the board.
The lecture closes the war nicely and I want a broad experience when
we begin to open up about the Cold War.
For the last notes students will be given a note guide to help them keep
track with the lecture.
Students will only be required to write down two key facts about the
battle, they are more than welcome to write more but it these should
be quick and easy to keep up with.

Assessment
assessment.
Notes which are to be turned in at the end of the unit- Students will also
turn in the battle poster they were working on.
Page 21

10.
To what extent were lesson objectives achieved? (Utilize
A high major of the objectives were achieved. There were a few
students who did not have completed battle one pagers but overall
as student were presenting their classmates were following along in
their own notes.
11.
What changes, omissions, or additions to the lesson
would you make if you were to teach again?
I would want to make sure I have all the important battles
information before I have the students present. I knew a large
majority off the top of my head but could have used addition
information to make sure I had everything covered.
12.
What do you envision for the next lesson? (Continued
practice, reteach content, etc.)
Next lesson we will be teaching the beginning of the pacific
war. The will be reflections during Pacific war week discussing
related battles of the European theater.
Page 22
Teacher: Mr. Allan

School:
11

Content Area:
Date: 2/22
Grade Level:
US History
Title: War in the Pacific

Lesson #:_1_ of _4_

1c. Construct and defend a written historical argument using relevant primary and
secondary sources as evidence (DOK 1-4)
2 f. Investigate causes and effects of significant events in United States history. Topics to
include but not limited to WWI, Great Depression, Cold War (DOK 1-2)

The big ideas are what causes a nation to go to war.
What if the history of a war was told by the losing side? What impact have
individuals had on history? How does society decide what is important in history?
I will be able to demonstrate my understanding of the beginning of the war in the
Pacific by, taking notes, analyzing a speech and viewing clips.
each assessment)
1) Notes 2) Speech analysis 3) Clip interpretation
Page 23


Anticipatory Set
mind.
lesson.
introduced.
Anticipatory Set?
your lesson?
The Day of Infamy
50 minutes
1) Power point 2) Class set of Roosevelt day of infamy speech 3)
Video Clips on Fall of Bataan
Think-Pair-Share
Students will be asked the question of when was the angriest you have
ever been and then as a group relate it to reaction we have seen in US
history or current events. (Spanish American War, World War I, Iraq
War)
Students will work with one another about what makes them upset and
decision they feel the united states has made while being angry
I want to get the students feeling upset in order to give them a glimpse
into the possible feeling American citizens had during the attack on
Pearl Harbor
Page 24
Procedures
minutes.)
-teacher input
-modeling
-guided/unguided:
-group practice
-other

PROCEDURE?
Teacher: Welcome students into the classroom-remind them to open

their notes
Student: Enter class begin writing down learning target and warm up
(3)
Teacher: Select a student to read out the learning target
Student: Selected student reads the learning target the other students
write down (2)
Teacher: Read the warm up and give students time to think-pair-share
Student: Work through warm up then share response with a student
next to them (3)
Teacher: Hand out needed note guides, begin lecture on the Pearl
Harbor
Student: Follow along with the lecture in their own notes (10)
Teacher: Show clip of FDR day of infamy speech-hand out speech while
the clip is playing
Student: Follow along with the clip and reading through the speech (5)
Teacher: Instruct students to answer the questions at the bottom of the
speech on their own paper
Student: Read through the speech and answer the corresponding
questions at the bottom (10)
Teacher: Bring student back together and have three students share
out their answers
Student: Share out answers then get involved in a discussion of the
topic (5)
Teacher: Return back to lecture
Student: Return back to notes (5)
Teacher: Show clip of the Fall of Bataan
Student: Watch clip taking note of the soldiers personal accounts (7)
Document breakdown
Primary source analysis is a great way to connect to the time and by
answer the question and interpreting the source I will be able to see
their understanding before moving forward into to the WWII lesson.

your lesson?
Closure
Quotes;
To wrap up the lesson I will read quotes from individuals directly
Page 25

lesson.
consolidate.
involved in the Pearl Harbor bombing and those who participated in the
Bataan Death march. I will relate this to own eventual treatment of
Asian Americans in the Homefront

your lesson?
I will use this to connect to the beginning of the lesson and lead in to
future lesson
Differentiation:
whole lesson!!
on IEPS or 504
Personal accounts or quotes help the student to relate and engage to

the times.
A note guide will be provided for those who struggle to take notes- for
students who need assistance breaking down sources I will provide
highlighters and they will answer the question by highlighting the text.

Page 26
Assessment
assessment.
Students will be turning in their speech analysis in for the ticket out the
door- this will help me to understand if they were able to grasp the
reason why the United States went to war with Japan.
Page 27

13.
Students were on task throughout the lesson. They did an excellent
job of analyzing the day of Infamy speech answering the question
and responding in the discussion. A high majority of students
completed all the tasked asked them during the lesson.
14.
I would add some more time to sharing their response as well as
some additional questions to go more in-depth with the student
speech analysis.
15.
Next lesson we will be going into more detail about the specific
battle that occurred during the Pacific war. The video they are
watching will go back into detail about the start of WWII. This
is good because I wanted to make sure they had a firm hold of
the ideas before have the full experience of the war.
Page 28
Teacher: Mr. Allan

School:
11

Content Area:
Date: 2/23
Grade Level:
US History

Lesson #:_2_ of _4_

1a. Evaluate a historical source for point of view and historical context (DOK 2- 3)

The need to change strategy with the changing of challenges.
Which ideas provide the greatest insight to understanding a culture or nations
history? How have scientific and technological developments affected societies?

I will be able to demonstrate my understanding of WWII and the war in the Pacific by
taking a pop quiz, and completing a video guide.
each assessment)
1) Pop quiz 2) Video guide
Page 29


Anticipatory Set
mind.
lesson.
introduced.
Anticipatory Set?
Getting within Range Island hopping in the Pacific
1) Laptops 2) Access to Socrative quiz 3) Power Point Print Out 4)

Video Guide 5) Victory in the Pacific DVD
Guess the clip
I will show a clip of a WWII battle scene and students will need to guess
if it is from the European theater or the Pacific and why.
Students will be writing their responses in their journals and I will be

writing any verbal responses on the board
I want students to recognize the differences in geography and fighting
style between Europe and the Pacific

your lesson?
Procedures
Teacher: Welcome the students into the classroom

Student: Take their seats and open up their notes (2)
Page 30

minutes.)
-teacher input
-modeling
-guided/unguided:
-group practice
-other

PROCEDURE?
your lesson?
Closure
Teacher: Instruct a student to read the learning target

Student: Selected will read the learning target while other write it down
within their journal (3)
Teacher: Instruct the students on the warm up and show the clips
Student: View clips and give a guess to what the clip shows and explain
why they chose it (5)
Teacher: Begin power point on the United States use of island hopping
toward the Japanese main land
Student: Take notes of the American advance (5)
Teacher: Instruct the student how they will be completing their note
guide for the upcoming video
Student: Following along making sure to take note of what is required of
them for the video (2)
Teacher: Begin playing video and circulating throughout the classroom
Student: View the film while taking notes in the guide
Teacher: Continue to make sure students are on task, pausing the video
on occasion to make additional remarks
Student: Finish the video notes for today (30)
Teacher: Introduce the next topic for discussion reviewing again the
differences between European theater and Pacific (3)
Film Guide- students will be engaging their learning through completing
their film guide
It helps for students to see some of the battles of the Pacific and the
images of the individuals involved in order to get a strong grasp of
what is occurring during the war. The film does excellent job of
illustrating these points.
Check for understanding
This will be a quick summative assessment using a poll everywhere poll
simply asking the student some of the key ideas from the lesson
Page 31

lesson.
consolidate.
your lesson?
Differentiation:
whole lesson!!
on IEPS or 504
Students will give their input by using a poll everywhere response.

Student take the poll by using their phones and the data is shown on
the screen.
This will help me to know if I need to reteach anything the next day.
Students will be given a graphic organizer to help them follow along
with the video. I will give the developing students the requirement of
only filling out the main ideas box with a few pieces of evidence. The
more advanced students will be given the requirement of finding and
researching after class one of the more unique facts learned from the
video

Assessment
assessment.
Students will complete a 10 question socrative quiz to assess their

knowledge of the European War. For the Pacific War students will be
completing their own note guide of the different Pacific theater battles.
Page 32

16.
Students did an awesome job completing their video guide for the
assignment of the day. A majority had them complete, showing a
strong level of achievement for the lesson. I wanted at least most of
the boxes filled in on their own and partners to help fill out the rest.
17.
The only change I would make would be to have the exact times
ready when I needed to move the clip forward to skip over some
parts.
18.
For our next lesson I will give information to any missed
battles and have an activity involving the use of a nuclear
weapon. Student should have a strong understanding of the
procedure the United States took to get in position to use the
atomic bomb so the activity will be understood and
appropriate.
Page 33
Teacher: Mr. Allan

School:
11

Content Area:
Date:2/24 and 25
Grade Level:
US History

Lesson #:_3_ of _3_

students will develop an understanding of how people view,
construct & interpret history; they will also analyze key historical periods & patterns of change over time

Students will understand why the atomic bomb was used, the difficulty of the
decision, and how it set the stage for the Cold War.

What has been the long lasting impact of the atomic weapon?

I can: demonstrate my understanding of the end of the World War II by
taking notes, viewing clips, and participating in an activity.
This means: I can present a successful supported argument, and

reasoning, for the use of the atomic bomb.
each assessment)
1) Warm Up 2) Note Guide 3) Debate 4) Kahoot
Page 34


Anticipatory Set
mind.
lesson.
introduced.
Anticipatory Set?
your lesson?
Procedures
End of World War II, a message to the World
90 minutes-PowerPoint-Needed activity materials

Quote-Students will be provided two quotes from two different
perspectives on the subject of the use of nuclear weapons during World
War II
The strategy I intend to use is: First I think

I am using this strategy here because: I want them to use the quotes to
work on sourcing and demonstrate their beliefs about the nuclear
weapons use.
Teacher place learning target and warmup on the board, greet students
Page 35

minutes.)
-teacher input
-modeling
-guided/unguided:
-group practice
-other

PROCEDURE?
your lesson?
Closure
at the door
Students come in and find seats, grabbing a note card on their way in
(5)
Teacher lead students through the warmup
Students work through the warm up and present ideas (5)
Teach through anything missed from last class
Students write down any missed boxes in note guide (10)
Teacher-Begin the lecture on WWII in the Pacific
Students-Fill out note guide and following lecture (15)
Teacher-Introduce the activity and use a catch-and-release technique to
continue students focus
Students-Following along with instruction and debate on whether to
drop the bomb or not (20)
Teacher-Finish notes, include the Enola Gay debate
Students-Complete note guide and be involved in the Enola Gay debate
(20)
Teacher-Begin the Kahoot
Students-Partake in the Kahoot review (10)
Teacher-Debrief Kahoot, describe tomorrow and next week, take ticket
out the door
Students-Listen for upcoming events, fill out the ticket out the door
The strategy I intend to use is a debate
I am using this strategy here because: It seems to be one of the best
ways to get the students engaged in a subject
Kahoot and the debrief-Think about the impacts the use of atomic
weapons had not only back in 1945 but how it plays in our lives today
Page 36

lesson.
consolidate.
your lesson?
Differentiation:
whole lesson!!
on IEPS or 504
The strategy I intend to use is Ticket-Out-The Door

I am using this strategy here because It is an excellent way to get a
final assessment from the students and get them leaving think about
what was learned.
I have created a note guide to help with those you struggle with taking
notes and need assistance. I also will provide PowerPoint outlines for
students who struggle with keeping up with the reading.

Assessment
assessment.
Ticket out the door-Students will if their opinion on the damage caused
by the nuclear bombs has changed or not.
Page 37
Page 38

19.
All students participated well in the activity and completed their
work answering the reason why they chose the decision they chose.
For the lecture students were seen following along and taking notes
with the slides. At the end the discussion was well organized and
had some great ideas.
20.
If I were to make an addition to the lesson, I would add some more
visuals and videos I could find. I think I would also add an additional
element to the activity to get more of the students moving.
21.
For the next lesson we will be taking a quiz over both WWII in
Europe and in the Pacific. For the home front lesson we will be
returning to the use of the atomic bomb and other related
events.
Page 39
Teacher: Mr. Allan

School:
11

Content Area:
Date: 2/26
Grade Level:
US History

Lesson #:_4_ of 4

2. c. Analyze the complexity of events in world history (DOK 2-3

2e. Analyze continuity and change in eras over the course of United States history (DOK 2-3)

How does geography impact warfare?
What impact have individuals had on history? What ideas have united people over
time? How might historical inquiry be used to make decisions on contemporary
issues?
I will be able to demonstrate my understanding of the Pacific and European theaters
by completing my quiz and working on my Readers Notebook.
each assessment)
1) Quiz 2) One piece of Readers note book
Page 40


Anticipatory Set
mind.
lesson.
introduced.
Anticipatory Set?
Explosion which changed the world
1) Laptops 2) Socrative Quiz 3) Powerpoint 4) Chapter Summaries,

Key Terms, Sources Printouts
Discussion
The questions we will discuss is What issues are seen today which
stem from the use of nuclear weapons
Poll everywhere question
Will a nuclear weapon be used in our life time?
I will be writing response from student on the board as they journal in

their notes. The poll everywhere will show the results of the class.
I am using this at this point of the lesson as review from last class and
to get students to start thinking about the lasting results of WWII

your lesson?
Procedures
Teacher: Welcome students into the classroom and post learning target
and warm up
Page 41

minutes.)
-teacher input
-modeling
-guided/unguided:
-group practice
-other
PROCEDURE?
Students: Take seats and begin writing down warm up and learning
target (2)
Students: Selected student reads the learning target the rest write
down the learning target (3)
Teacher: Post the poll everywhere question
Students: Sign into poll everywhere and answer the question (2)
Teacher: Open up the socrative quiz
Students: Student take the socrative quiz (15)
Teacher: Open up the lecture for Atomic Bomb aftermath
Students: Take notes on the lecture (8)
Teacher: Open side of worktime requirements
Students: Take the opportunity complete the readers note book due at
the end of the next (20)
Student will show their thinking by completing the assessment of WWII
in both Europe and Atlantic
Going into the final week of the unit I want to make sure I have a gauge
of what my students have learned from the last two weeks.

your lesson?
Closure
lesson.
Lasting results/ work time

We will discuss at the end the lasting result of the use of nuclear
weapons and finally give students some work time to get ahead on the
requirements for the next Friday
Page 42

consolidate.
CLOSURE?
your lesson?
Differentiation:
whole lesson!!
on IEPS or 504
I will be holding students thinking by writing main ideas on the board. I

will also be requiring one element of their readers note book to be
completed.
I am wanting to make a connection to through history to today and how
nuclear weapons are currently viewed.
Student who need help keeping up with the lecture will be given a note
guide to help them along. For ELL students their assessment will only
three options to choose from instead of the general four questions.

Assessment
assessment.
The Socrative quiz will let me know exactly how much knowledge they
have in regards of WWII in both the Pacific and European Theater.
For their work time assessment, I am looking for at least one piece of
homework to be completed by then end of the lesson.
Page 43

22.
Students finished and turned in their quiz providing me information
that will need to be retaught over the next week. There was a
struggle with students turning in work during their work time. I was
only able to receive a few piece completed.
23.
I need to be more commanding on what exactly I am requiring from
the students. One of my periods a large amount of students got up
and left after I told them they had work time. This is, of course,
unacceptable and I told them that the following class period. In
order to counter act that I just need to make my expectations
clearer.
24.
Our next lesson we will be discussing the American home
front. I will give them some continued practice on large themes
seen in the war and some of the more detailed points they
missed from the quiz today.
Page 44
Teacher: Mr. Allan

School:
11

Content Area:
Date:2/29
Grade Level:
US History
Title: American Homefront

Lesson #:_1_ of _4_

1b. Gather and analyze historical information, including
contradictory data, from a variety of primary and secondary sources, including sources
located on the Internet, to support or reject hypotheses (DOK 1-3
2 b. Investigate causes and effects of significant events in world history (DOK 1-2)

The effect war has on those who are not involved in the fighting.
What ideas have united people over time?
I will be able to demonstrate my understanding of the support from the American
home front by taking notes, and participating in a museum walk.
each assessment)
1) Notes 2) Museum Walk
Page 45


Anticipatory Set
mind.
lesson.
introduced.
Anticipatory Set?
First Stages of the Homefront
50 minutes
1) Power point 2) 10 pieces of propaganda 3) Museum walk guide 4)
Lecture notes
Give one get one
Students will think of an ad which has been memorable or influential
and share it will their classmate
Then we will together look at two ads I chose to determine why they fit
the memorable or influential criteria
Students will be sharing with one another discussing their ad choice

then as a class we will breakdown the effectiveness of an ad
We will be talking about propaganda in the United States to this a great
way to ignite their thinking in that regard

your lesson?
Procedures
Teacher: Welcome students post warm up and learning target

Students: Collect assignment of the day up front and find their seats (3)
Page 46

minutes.)
-teacher input
-modeling
-guided/unguided:
-group practice
-other
PROCEDURE?
Teacher: Select student to read lt

Students: Selected student reads lt as rest write down in their journal
(2)
Teacher: Read the warm up
Students: Find ad and share with one another (3)
Teacher: Show selected ads
Students: Interpret the ads (2)
Teacher: Begin lecture on home front mobilization
Students: Take notes over lecture (10)
Teacher: Explain the requirements and rotation of the museum walk
Students: Participate in the museum walk and record their
understanding (3)
Teacher: Circulate checking for understanding
Students: Finish museum walk and return to class (15)
Teacher: Debrief the museum walk recovering any questions
Students: Answer questions form the teacher and filling out any missing
questions (7)
Students will be interpreting several different pieces of propaganda
about the time period and filling out their guide
Museum walks are a great opportunity to gain understanding from
several different documents in a short period of time

your lesson?
Closure
lesson.
Review and finish

The students and I will work together to break down the sources we
have learned about today
Page 47

consolidate.
CLOSURE?
I want make sure all of the students have exactly what they need to
have learned from the lesson. They will complete their guide.
This is needed because it helps to illustrate the opinions of the
American people during WWII

your lesson?
Differentiation:
whole lesson!!
on IEPS or 504
Student who might be some what overwhelmed by the amount of

information I have marked a select few for them to read and answer.
This will give them more time to go in-depth. A note guide will also be
provided

Assessment
assessment.
Student will be turning in their video guide sheet at the end for a ticket
out the door. This will check their knowledge of the beliefs of the
American home front during WWII
Page 48

25.
The lesson objects were achieved to a high level. A majority of the
students had completed museum walk guides and were taking
additional notes. The students were engaged in the lesson and had
some great ideas about how commercial are persuasive to them.
26.
I want to make more in regards to differentiation. I want the student
who need it to have different questions that get to the heart to why
I chose pieces of propaganda that I did.
27.
For our next lesson we will be discussing Japanese internment.
Today can be used as an excellent lead in because many of the piece
I chose for the propaganda are anti-Japanese pieces that reflect
Page 49
Teacher: Mr. Allan

School:
11

Content Area:
Date: 3/1
Grade Level:
US History
Title: American Home front

Lesson #:_2_ of 4

2h. Examine and evaluate issues of unity and
diversity from Reconstruction to present. Topics to include but not limited to the rise and fall
of Jim Crow, role of patriotism, and the role of religion (DOK 1-3)
3c. Evaluate the historical development and impact of political thought, theory and actions
(DOK 1-3)

Importance of the home front during a war
5. How has diversity impacted the concepts of change over time?

I will be to demonstrate my understanding of the treatment of minorities during
World War II by interpreting a lecture, analyzing clips and contrasting a letter.
each assessment)
1) Notes 2) Letter from internment
Page 50


Anticipatory Set
mind.
lesson.
introduced.
Anticipatory Set?
your lesson?
Procedures
Struggles at home
50
1) Power point 2) Video clips 3) Assignment guide
Review prior knowledge
How did Americans react toward German Americans during WWI?
This make them reflect on the poor treatment of German American
during WWI
Students will be writing down their answer in their journals then sharing
with the class.
I want students to remember the poor treatment of the German
Americans in WWI as will learn about the poor treatment of Japanese
Americans during WWII
Teacher: Welcome students post learning target and warm up
Students: Take seats and begin writing down learning target and warm
Page 51

minutes.)
-teacher input
-modeling
-guided/unguided:
-group practice
-other

PROCEDURE?
up (2)
Teacher: Select a student to read the learning target
Students: Selected student reads the learning target as the rest write
down in their journals (3)
Students: Answer the question and share with class (2)
Teacher: Begin lecture about the Japanese internment showing videos
to help illustrate the struggle
Students: Take notes of the lecture (15)
Teacher: Instruct students about how they should write a letter from the
view point of a Japanese American
Students: Using their new knowledge they shall write about the
struggle of internment (8)
Teacher: Circulate discussing with students their ideas about the letter
Students: Finish the letter (15)
Teacher: Have students share their letters
Students: Students will share with a shoulder partner their letters (2)
Teacher: Have two students share their thoughts
Students: Listen to their classmates letters
Teacher: Close the class (3)
Student will write a letter from the viewpoint of a Japanese American
sent to interment
I want the students to try and give some empathy to the struggle of an
older generation and using their knowledge to present their letters.

your lesson?
Closure
Pair-share
Students will share their letters with a classmate then two to the class
as a whole
Page 52

lesson.
consolidate.
CLOSURE?
I want the students to learn from one another and help them gain even
more understanding by listening to their peers
This is a good way to give the class a sense of synthesis at the end of
the lesson

your lesson?
Differentiation:
whole lesson!!
on IEPS or 504
Student will be given a note guide to keep up with the lecture. Others
for their letter I will give them the option to make bullet points for their
main points

Assessment
assessment.
Student will be turning in their letters of interment as a ticket out the

door. I am looking for their knowledge of the struggle Japanese
Americans went through when they were place in interment camps.
Page 53

28.
For gaining an understanding of the level of achievement for my
objectives, I took a look at the students work in regards to their
letters. Overall the students included a great deal of information I
was looking for about Japanese Internment. Many commented on
being removed from their homes other discussed the difficulties of
living in the camps.
29.
If were to teach this lesson again I would try to shorten up the
lecture and give more time for the letter writing. I would as bring in
some primary sources from more individuals who lived in the
internment camps.
30.
For our next lesson we will be discussing the atomic and the
reaction on the home front as well as the overall wrap up of
the end of WWII. There will be continued practice as students
will learn about the Japanese American release from
internment.
Page 54
Teacher: Mr. Allan

School:
11

Content Area:
Date:3/2 and 3
Grade Level:
US History
Title: American Home front

Lesson #:_3_ of __4

1 a. Evaluate a historical source for point of view and historical context (DOK 2- 3)
2 e. Analyze continuity and change in eras over the course of United States history (DOK 23)
2 h. Examine and evaluate issues of unity and diversity from Reconstruction to present.
Topics to include but not limited to the rise and fall of Jim Crow, role of patriotism, and the
role of religion (DOK 1-3)

The effect historical events have on a wide range of areas.
How has diversity impacted the concepts of change over time?
I will be able to demonstrate my understanding of the American home front during
WWII by taking part in a Zaption activity and Jeopardy review
each assessment)
1) Zaption 2) Jeopardy Review
Page 55


Anticipatory Set
mind.
lesson.
introduced.
Anticipatory Set?
your lesson?
Procedures
American Women in the Home front/Test Review
90 minutes
1) Laptops and Head Phones 2) Power point 3) Zaption Videos 4)
Jeopardy Review Game
Fast facts
What do we remember about the end of WWI that set the stage for
WWII?
Students will be recording their thoughts in their journals keeping track

of there thinking writing down as many thoughts they can in the time
allotted.
This will give a nice intro to understanding decisions made at the end of
the war influenced by the end of WWI
Teacher: Welcome students post learning target and warm up
Students: Take seats and begin writing down learning target (2)
Page 56

minutes.)
-teacher input
-modeling
-guided/unguided:
-group practice
-other

PROCEDURE?

Students: One reads the lt other will write down (3)
Students: Will write down as many facts as they can in 3 minutes (3)
Teacher: Circulate as they write down
Students: Finish writing and share with a partner (2)
Teacher: Have students share out answers
Students: Share out answers
Teacher: Explain how students will login into Zaption the interactive
video guide
Students: Login into Zaption
Teacher: Open up the Zaption link
Students: Begin to work on the first video (women in the work force)
(20)
Teacher: Circulate and bring students back in for the group Zaption
Students: Login into the next zaption video
Teacher: Guide students through the video
Students: Complete the Zaption (20)
Teacher: Split teams for jeopardy review
Students: Split into 4 groups (3)
Teacher: Go through the Jeopardy review
Students: Compete in the review (40)
Teacher: Remind students of the test
Students: Students exist (5)
Student will be answer the short answer and multiple choice question
from the Zaption video
Zaption are fun and interactive way to show a video. Students seem to
be focused and engaged

your lesson?
Closure
Jeopardy Review

Page 57

lesson.
consolidate.
your lesson?
Differentiation:
whole lesson!!
on IEPS or 504
This will make sure student have a firm knowledge of the subjects
before entering the test. It will also give me an understanding of their
competence.
It is near the end of the unit and important to give students a review to
help them succeed.
.
I will give students who generally take longer on the Zaption more time
as well as only a select few questions to target for the responses.

Assessment
Zaption does an excellent job of gather student data and the Jeopardy
review works well as a summative assessment.
Page 58

assessment.
Page 59

31.
To what extent were lesson objectives achieved? (Utilize assessment data to justify your
level of achievement)
Every student was able to complete their Zaption activities and participated well in the review
session. Overall the achievement was high as a majority of students answer the Zaption
questions correctly and were involved in selected discussion topics.
32.
What changes, omissions, or additions to the lesson would you make if you were to
teach again?
The biggest change I would make if I were to teach this lesson again would be to inform
student they need to use internet exploring instead of google chrome because for some
reason google does not do a good job of supporting Zaption. I also need to use a Jeopardy
power point layout which will mark questions already asked so I dont lose track of where I am
in the review.
33.
What do you envision for the next lesson? (Continued practice, reteach content, etc.)
Next lesson we will the unit test.
Page 60
Teacher: Mr. Allan

School:
US History
Date:3/4
Grade Level:
11
Content Area:
Title: Test Day

Lesson #:_1_ of 1

(Write Content Standards directly from the standard)
1c. Construct and defend a written historical argument using relevant primary and secondary sources as evidence
(DOK 1-4)
2c. Analyze the complexity of events in world history (DOK 2-3)

The influences of the Second World War on the world.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable
questions from standard)
I will be able to demonstrate my knowledge of World War II by scoring a passing grade on my test.
List of Assessments: (Write the number of the learning target associated with each assessment)
Page 61

1) Test 2) Readers Note Book


Anticipatory Set
mind.
lesson.
introduced.
Anticipatory Set?
World War II Test
50 Minutes
1) 3 versions of the test 2) Scantrons
Reflection
What was your favorite/most interesting topic of this unit?
Student will write their answers in their journal and share out
The unit is coming to a close so I want to understand for my own needs
Page 62

what the students enjoyed the most
your lesson?
Procedures
minutes.)
-teacher input
-modeling
-guided/unguided:
-group practice
-other
PROCEDURE?
Teacher: Welcome students into the class put up learning target and
warm up
Students: Take seats and begin writing down learning target and warm
up(2)
Teacher: Select a student to read the learning target
Students: Reads the learning target the rest write it down (1)
Students: Journal their warmup response (2)
Teacher: Hand out tests as the class writes down the warm up
Students: Begin working on test (3)
Teacher: Collect test give out line of next unit
Students: Finish and turn in test, listen as teacher introduces next test
(42)
Student will complete their unit test

It is the end of the unit and I want to see how effective my instruction
was

your lesson?
Closure
Introduction of next lesson

Page 63

lesson.
consolidate.
your lesson?
Differentiation:
whole lesson!!
on IEPS or 504
Students will highlight and follow along with the calendar for the next
lesson.
This is the end of the unit leading into the next one so it is important
that students know where we are going.
I created three test for the students. Test A and B will be the same just
questions in different order. Be for ELL, 504, IEP students and will have
a removed possible answer to the multiple choice. This will also help
them have more time on their short answer portion.

Assessment
assessment.
Students will complete their scantron. I am hoping for an improved

average for the pre assessment for all my students.
Page 64

34.
All students took an completed the unit test. All periods did an
awesome job and had class averages over 80%
35.
At first I had different colors for the test. I feel like this caused
students to question one another for the test they received. I felt
like this made some of the students with modified test
uncomfortable. Next time I will use the same color just label test A B
or C
36.
Next lesson we will be introducing the Cold War so the end of
the WWII has many lead in and connections to the topic which
we will be recovering.
Page 65

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