Goals and Objectives:
Students will be able to understand the roles that appeasement and isolationism played in the years that led up to the war.
Students will be able to understand the roles that appeasement and isolationism played in the years that led up to the war.
California Content Standards:
10.8.2 Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.
10.8.2 Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.
Lesson Introduction:
As students enter the classroom they will write down two definitions that are displayed on the LCD screen. Once written down the teacher will select two students at random to discuss the definition and provide the answer.. This vocabulary introduction will get the students thinking cognitively about the terms that are going to used in the upcoming lesson.
As students enter the classroom they will write down two definitions that are displayed on the LCD screen. Once written down the teacher will select two students at random to discuss the definition and provide the answer.. This vocabulary introduction will get the students thinking cognitively about the terms that are going to used in the upcoming lesson.
Vocabulary Development:
As the unit progress the students list of vocabulary terms increases and it is important to constantly readdress older terms and check for understanding. At the end of each "daily history" definition the teacher will add the words to the word wall and test the students bi-weekly by giving them a quiz. The quiz consist of the teacher saying a definition of the word and the students writing down the answer.
As the unit progress the students list of vocabulary terms increases and it is important to constantly readdress older terms and check for understanding. At the end of each "daily history" definition the teacher will add the words to the word wall and test the students bi-weekly by giving them a quiz. The quiz consist of the teacher saying a definition of the word and the students writing down the answer.
Content Delivery:
Students will be shown a short presentation that briefly explains the reasons for certain policies implemented before and during World War Two.. Once this presentation is done the students will be handed information that is either pro or con against a specific policy. Students will move into groups of four and work together to complete a compare and contrast chart in which they outline the reasons for specific countries following certain polices and the effectiveness of those policies.
Students will be shown a short presentation that briefly explains the reasons for certain policies implemented before and during World War Two.. Once this presentation is done the students will be handed information that is either pro or con against a specific policy. Students will move into groups of four and work together to complete a compare and contrast chart in which they outline the reasons for specific countries following certain polices and the effectiveness of those policies.
Student Engagement:
Students will work in groups of four and analyze sources provided by the teacher to understand the reasoning for countries to adopt the policy or appeasement or isolationism. Students will complete a compare and contrast graphic organizer so they can easily differentiate the differences and then explain why they think those countries choose the policy they used. Once this task is completed the teacher will call on students and as a class finish the prezi where there is a designated section for the compare and contrast graphic organizer.
Students will work in groups of four and analyze sources provided by the teacher to understand the reasoning for countries to adopt the policy or appeasement or isolationism. Students will complete a compare and contrast graphic organizer so they can easily differentiate the differences and then explain why they think those countries choose the policy they used. Once this task is completed the teacher will call on students and as a class finish the prezi where there is a designated section for the compare and contrast graphic organizer.
appeasement.docx | |
File Size: | 356 kb |
File Type: | docx |
Demonstrative Learning:
As students are working in their groups the teacher will monitor the classroom and assist students with understanding concepts by walking around the classroom during group work. Guiding students toward the answer by asking questions to the students are reading feedback on exit slip the students gave the teacher regarding the lesson of the day.
As students are working in their groups the teacher will monitor the classroom and assist students with understanding concepts by walking around the classroom during group work. Guiding students toward the answer by asking questions to the students are reading feedback on exit slip the students gave the teacher regarding the lesson of the day.
Lesson Closure:
As students complete the prezi with the instructor they will take out another sheet of paper and cut it in half. students will write down three things they learned in the days lesson, two comments or questions they still have and one comment or question for the teacher.
As students complete the prezi with the instructor they will take out another sheet of paper and cut it in half. students will write down three things they learned in the days lesson, two comments or questions they still have and one comment or question for the teacher.
Accommodations for English Learners, Struggling Readers and Students with Special Needs
What Came After…
English learner will have the use of the word wall and graphic organizers to help them better attain the content being provided in class.. struggling readers and students with special needs have been placed in groups with students that will assist them whenever necessary. i.e having a bilingual student sit next to an English leaner.. in addition, students with special needs will be seated closer to the teacher so he can assist them with whatever they need to be successful in the classroom.
What Came After…
English learner will have the use of the word wall and graphic organizers to help them better attain the content being provided in class.. struggling readers and students with special needs have been placed in groups with students that will assist them whenever necessary. i.e having a bilingual student sit next to an English leaner.. in addition, students with special needs will be seated closer to the teacher so he can assist them with whatever they need to be successful in the classroom.