Teaching Team: Lesson Topic/Title:

Kathryn, Emma, Tianna, Ryen Japan during World War II

Subject Area/Grade Level: Date(s):

6th grade World Cultures/8th grade English May 17th

Objectives/Standards (refer to specific TEKS):

§113.18. Social Studies, Grade 6

● analyze the historical background of various contemporary societies to evaluate relationships between past
conflicts and current conditions.
● define culture and the common traits that unify a culture region;
● relate ways in which contemporary expressions of culture have been influenced by the past
● explain how resources, belief systems, economic factors, and political decisions have affected the use of
technology
§110.19. English Language Arts and Reading
● students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups
● Students understand the function of and use the conventions of academic language when speaking and writing
● Students ask open-ended research questions and develop a plan for answering them

Essential Learnings (What do you want the students to learn about your culture?)

We want the students to learn about the history of war in Japan and how it greatly affected the people of
that time, but also the rich and beautiful culture that is often overshadowed by the sadness and horrors of
the war.

Activities:
What will the students be doing? Create a step by step list
of activities that will appeal to a variety of learners:
● Powerpoint presentation- We will begin with an
introduction and slideshow with the purpose of giving
context for what we will be teaching. Students will
be encouraged to ask questions and take notes for
the mini quiz at the end of our lesson. In the
slideshow, we plan on having some sort of video clip
that emphasizes the points we are trying to get
across, probably from our movie if we are able to.
● After the background slideshow, we will have 3
stations set up that go further into the main topics
we touch on in the presentation (Hiroshima
bombings, Japanese culture, History of WW2 in
Japan). We plan on each rotation of the stations
taking around 6 minutes with transitions. In the
Hiroshima station, a passage will be read from our
book, “Hiroshima” by John Hersey, and the students
will be asked to draw a picture of what comes into
their mind as it is being read aloud to them. They
can also write anything on their paper that they think
represents the passage. We will then discuss what
each person came up with. In the Japanese culture
station, there will be an origami craft along with a
What will the teachers be doing? How will
you check for understanding or assess
learning?
● For the slideshow, we will be
presenting important information
that gives context for the stations,
and answering questions if there are
any
● For the Hiroshima station, the
teacher will be asking the students
questions about their
drawings/analysis and having them
explain it to the rest of the group
● For the Japanese culture station, the
teacher will lead the students in the
construction of the origami and
continue to discuss and ask questions.
● For the History of WW2 in Japan
station, the teacher will be asking
students questions about the subject
being taught as well asking for
explanations of given answers.
 discussion of Japanese culture during the time of the
war. In the History of WW2 in Japan station, the
teacher will read a brief anecdote describing an
important event relating to Japan in WW2 and
provide students with three options for how to react
to the situation; one passive, one aggressive, and the
actual course of action taken. Once students have
come to a decision and provided a brief explanation
of their reasoning, the teacher will reveal the actual
course of action taken as well as a brief explanation
of why. This will be repeated 3-4 times depending on
timing and efficiency.

● After the students have been to each station, we will

come back together for a mini quiz over what they
learned from the slideshow and stations. There will
be about 10 questions, and students will receive a Hi-
Chew, a Japanese candy, if they answer a question
correctly.

Interdisciplinary Connections: (What part of your lesson involves English? What types of activities relate
to Social Studies?)

English: At the Hiroshima station, a passage will be read aloud to and then analyzed by the students. The
book tells the story of survivors of the Hiroshima bombings.
History: Students will learn about what began the second World War and how Japan was involved. They will
learn about other countries that interacted with Japan in the war.

Levels of Thinking in Lesson: Closure:

_____ Knowledge (Remember) We will end our lesson by having a short “quiz” on
_____ Comprehension (Understand) a slideshow were we ask students questions and
_____ Application they raise their hands to answer. After each
_____ Analysis question we will have a slide that explains the
_____ Evaluation (Critique)
correct answer. This will be a review of what we
_____ Synthesis (Create)
have taught them in our lesson.
Teaching Team Roles and Responsibilities: (Who will teach which aspect of the lesson? What is each
person responsible for preparing/bringing/researching/creating?)

Emma- Hiroshima station, bringing Hi-Chew’s, presenting slideshow

Kathryn- Japanese culture station, presenting slideshow
Tianna- monitoring transitions between stations, presenting slideshow
Ryen- History of WW2 station, presenting slideshow