U.S.

History Unit Lesson Plan

Topic: U.S. participation in World War II.
Grade Level: 11th Grade
Unit Length: 6 weeks
Unit Goals:
1. To understand why the U.S. avoided entering WWII and the effect that the attack on Pearl
Harbor on U.S. Foreign Policy.
2. Understand and explain the U.S. Military Strategies in the European and Pacific Theaters
including the decision to drop the Atomic Bomb.
3. Explore the sacrifices and contributions of the individual U.S. soldier as well as the
unique contributions of the special fighting forces.
4. Understand U.S. foreign policy during World War II.
5. Deliberate the constitutional issues and impact of events on the U.S. home front.
6. Explore the advancements in aviation, weaponry, communication, medicine
and industry during WWII.
7. Examine the rationale and effect of the Marshall Plan.
Content Objectives:
California Common Core State Standards English Language Arts & Literacy in
History/Social Studies
L.7. 3a. Choose language that expresses ideas precisely and concisely, recognizing and
eliminating wordiness
RH 11.2 Determine the central ideas or information of a primary or secondary source;
provide an accurate summary that makes clear the relationships among the key details and
ideas.
RH 11.3 Evaluate various explanations for actions or events and determine which
explanation best accords textual evidence, acknowledging where the text leaves matters
uncertain.
RH 11.6 Evaluate authors differing points of view on the same historical event or issue by
assessing the authors claims, reasoning, and evidence.
RH 11.7 Integrate and evaluate multiple sources of information presented in diverse formats
and media (e.g., visually, quantitatively, as well as in words) in order to address a question
or solve.
Common Core Standards Social Studies
11.7 Students analyze Americas participation in World War II.
1. Examine the origins of American involvement in the war, with an emphasis on the
events that precipitated the attack on Pearl Harbor.

2. Explain U.S. and Allied wartime strategy, including the major battles of Midway,
Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.
3. Identify the roles and sacrifices of individual American soldiers, as well as the
unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the
442nd Regimental Combat team, the Navajo Code Talkers).
4. Analyze Roosevelts foreign policy during World War II (e.g., Four Freedoms
speech).
5. Discuss the constitutional issues and impact of events on the U.S. home front, including
the internment of Japanese Americans (e.g., Fred Korematsu v. America) and the
restrictions on German and Italian resident aliens; the response of
the administration to Hitlers atrocities against Jews and other groups; the roles of
women in military production; and the roles and growing political demands of
African Americans.
6. Describe major developments in aviation, weaponry, communication, and medicine
and the wars impact on the location of American industry and use of resources.
7. Discuss the decision to drop atomic bombs and the consequences of the decision
(Hiroshima and Nagasaki).
8. Analyze the effect of massive aid given to Western Europe under the Marshall Plan to
rebuild itself after the war and the importance of a rebuilt Europe to the U.S.
economy.

EL Standards (Based on California English Language Development Standards

Part I: Interacting in Meaningful Way
A. Collaborative
1. Interacting with others in written English in various communicative forms (print,
communicative technology and multimedia).
2. Offering and justifying opinions, negotiating with and persuading others in
communicative exchanges.
C. Productive
9. Expressing information and ideas in formal oral presentations on academic topics
10. Writing literary and informational texts to present, describe, and explain ideas and
information, using appropriate technology
11. Justifying own arguments and evaluating others arguments in writing
12. Selecting and applying varied and precise vocabulary and other language resources to
effectively convey ideas.

Accommodations for EL Students

EL students in this district do not take social studies classes until they score at least a 3 on
CELDT test.
As students in the classroom will be seated in pairs, each EL student will be seated with a
peer tutor to help them with the vocabulary and language.

Students will be provided with additional vocabulary words, supplemental textbook

information (from the textbook supplier) and links to additional online resources.
Students will receive personalized assignments (non-group activities) and tests that
reflect their language skills.

Gifted/Talented Accommodations
In this district, a majority if not all of the gifted/talented students will be in the AP U.S.
History Classes.
If gifted/talented students are identified in the class, they will be paired with other
gifted/talent students in the seating chart.
They will receive personalized assignments (group if there are enough students) to
challenge their understanding of the material.
Accommodations for SPED Students
As students in the classroom will be seated in pairs, each SPED student will be seated
with a peer tutor to help them with the vocabulary and comprehension.
Students will be given all the provisions per the IEP or 504.
Depending on the need, a PARA may be assigned to the class or the class may be cotaught.
Students will receive personalized assignments (non-group) and tests based on their
academic ability.
Week One (Block Schedule: Three 90 minute classes)
Topic: Leading America to WWII.
Lesson Objectives:
1. Students will be able to articulate why the U.S. resisted entering WWII and what impact
the attack on Pearl Harbor had on U.S. Policy and popular opinion. (Cognitive)
2. Working in pairs, students will come to a consensus on the answers to key questions in
the book, and then will work with the entire class to finalize the answers. (Affective)
3. Students will leverage past knowledge and recent learnings to formulate an assessment
of how U.S.s policy for entry into WW II was established prior to the attack on Pearl
Harbor. (Cognitive)
Lesson Standards:
11.7 Students analyze Americas participation in World War II.
1. Examine the origins of American involvement in the war, with an emphasis on the
events that precipitated the attack on Pearl Harbor.
2. Explain U.S. and Allied wartime strategy, including the major battles of Midway,
Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.
4. Analyze Roosevelts foreign policy during World War II (e.g., Four Freedoms
speech).

5. Discuss the impact of events on the U.S. home front, including the response of the
administration to Hitlers atrocities against Jews and other groups (Partial standard).

Entry Level Assessment: KLW

Assess what students remember about this period from World History. What they may
have read elsewhere (books, movies).
Standards Assessed
10.7 Students analyze the rise of totalitarian governments after World War I.
3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and
Communist) in Germany, Italy, and the Soviet Union, noting especially their common
and dissimilar traits.
10.8 Students analyze the causes and consequences of World War II.
1. Compare the German, Italian, and Japanese drives for empire in the 1930s,
including
the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of
1939.
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.
Instructional Strategies
Direct Teaching with Socratic Questioning (used throughout the 6-week lesson)
On-going and used throughout the lesson.
Depending on the topic and class behavior on a given day, students may either answer
verbally or with mini-white boards.
Audio/Visual/Discussion/Essay
Students will listen to Roosevelts Four Freedoms Speech and teacher will lead the class
in a discussion.
Students will develop a thesis and write a three to four paragraph essay on how
Roosevelts Four Freedoms Speech was an outline for this thoughts on America entering
World War II.
Audio/Video: Pearl Harbor
Share with the students a video of the attack on Pearl Harbor and Roosevelts A day
which will live in infamy speech.
Students will take notes on the video/audio and as a class will discuss the different
aspects of both.

Teacher lead discussion on the importance that the Carriers just happened to be out to sea
on December 7th and what impact that had in the Pacific Theater.

Pair and Share Reading Comprehension and Decoding Strategies (will be used weekly in
the Unit)
For a given number of pages of the text book, students will turn the Headlines for each
section into Questions and then they will answer the questions with the information
contained in the book.
Once completed, students will share their answers and as a class agree on the what is the
correct answer. Answers will be captured and distributed as for study purposes.
Students will also complete Vocabulary Cards (with definitions) and will share with the
class the words and definitions that they looked up.
Audio/Video: Battle of Midway
Students will be shown clips of the Battle of Midway.
Teacher lead discussion as to why this Battle is considered a key turning point in the
Pacific Theater.
English Language Learners:
If their native country was involved in WW II, then they will be engaged to give their
perspective on the War.
Students will be given a list of vocabulary words beyond the list given to the rest of the
class.
The text book company provides supplemental EL materials for the text book. As the
class reads the chapter, the EL students will be provided with the appropriate materials.
Based on an individual basis, students may have to only write a thesis statement and one
paragraph to two paragraphs.
Special Needs: All students with special needs will receive support as per their IEP or 504.
Gifted/Talented: Gifted and Talented students will most likely be in AP History Class.
Multiple Intelligences: Verbal/Linguistic, Visual/Spatial, Interpersonal
Thematic Connections to other content areas:
English Literature:
1.0 Reading Comprehension: Comprehension and Analysis of Grade-Level-Appropriate
Text
2.2 Analyze the way in which clarity of meaning is affected by the patterns of
organization,
hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.
1.0 Writing Strategies
1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and
support them with precise and relevant examples

1.1 Written and Oral English Language Conventions

1.1 Demonstrate control of grammar, diction, and paragraph and sentence structure and
an understanding of English usage.
1.2 Produce legible work that shows accurate spelling and correct punctuation and
capitalization.
California Common Core State Standards English Language Arts & Literacy in
History/Social Studies
RH 11.2 Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
Technology Utilized: Audio/Visual, Overhead Projector

Week Two: Block Schedule Two 90 Minute Classes

Topic: Effects of the War at home and overseas.
Lesson Objectives:
Students will be able to compare and contrast the U.S. and Allied wartime strategy in the
European and Pacific theaters. (Cognitive)
Students will discuss the relationship between Japanese Internment and society today.
(Affective)
Working in pairs, then as a class, students will debate and agree upon the most important
elements of this weeks in-class reading assignment. (Affective).
Lesson Standards:
11.7 Students analyze Americas participation in World War II.
2. Explain U.S. and Allied wartime strategy, including the major battles of Midway,
Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.
4. Analyze Roosevelts foreign policy during World War II (e.g., Four Freedoms speech).
5. Discuss the constitutional issues and impact of events on the U.S. home front,
including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of
America) and the restrictions on German and Italian resident aliens. (Partial Standard)

Instructional Strategies
Direct Instruction with Socratic Questioning, Essay
KWL What do students know about the internment of Japanese Americans during WW II.
Essay Students will write a thesis statement and a 3-4 paragraph essay as to why Japanese
Americans were treated differently than German American citizens during the War. How does
this connect with Americas treatment of other different people either past or present?

Entry Level Assessment What do the students remember from World History? Teacher
Lead Discussion with Discussion

10.8 Students analyze the causes and consequences of World War II.
3. Identify and locate the Allied and Axis powers on a map and discuss the major turning
points of the war, the principal theaters of conflict, key strategic decisions, and the
resulting war conferences and political resolutions, with emphasis on the importance of
geographic factors.

Pair and Share Reading Comprehension and Decoding Strategies

Teacher Lead Discussion/Visuals/Essay
Put a Map up on the White Board of the Pacific and European Theaters with the major
battle lines and discuss with the class the importance of the different battles.
Students will write a thesis statement and a 4-5 paragraph essay on the main differences
between the Two Theaters of War and why the U.S. chose to focus on the European
Theater first.
Include Eisenhowers letter if D-Day had failed.
English Language Learners:
If their native country was involved in WW II, then they will be engaged to give their
perspective on the War.
Students will be given a list of vocabulary words beyond the list given to the rest of the
class.
The text book company provides supplemental EL materials for the text book. As the
class reads the chapter, the EL students will be provided with the appropriate materials.
Based on an individual basis, students may have to only write a thesis statement and one
paragraph to two paragraphs.
Special Needs: Students will be provided support based on their IEPs.
Gifted/Talented: Assumption is gifted students will be in AP History.
Multiple Intelligences: Verbal/Linguistic, Visual/Spatial, Interpersonal
Thematic Connections to other content areas (include standards):
English Literature:
2.0 Reading Comprehension: Comprehension and Analysis of Grade-Level-Appropriate
Text
2.2 Analyze the way in which clarity of meaning is affected by the patterns of
organization,
hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.

1.0
Writing Strategies
1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and
support them with precise and relevant examples
1.1
Written and Oral English Language Conventions
1.1 Demonstrate control of grammar, diction, and paragraph and sentence structure and
an understanding of English usage.
1.2 Produce legible work that shows accurate spelling and correct punctuation and
capitalization.
California Common Core State Standards English Language Arts & Literacy in
History/Social Studies
RH 11.2 Determine the central ideas or information of a primary or secondary source;
provide an accurate summary that makes clear the relationships among the key details
and ideas.
Progress Monitoring Assessment: All Content Standards Are Being Assessed
KWL Chart(s), Anticipatory Guide(s), Mini-White Boards, Think-Pair-Share, Written
(essay, tiered rubric)
Technology Utilized: Audio, visual, PowerPoint
Week Three: Block Schedule: Three 90 Minute Classes
Topic: War Machine drives changes across society.
Lesson Objectives:
Students will be able to identify the roles and sacrifices of individual American soldiers,
as well as the unique contributions of the special fighting forces and connect them to the
changes in todays military. (Cognitive)
Working in groups, students will research (Cognitive) and evaluate the key facts of their
topic for the Poster/Presentation assignment. (Affective)
Students will use their creativity to help create a unique Poster based on their topic.
(Psychomotor)
Lesson Standards:
11.7 Students analyze Americas participation in World War II.
3. Identify the roles and sacrifices of individual American soldiers, as well as the
unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the
442nd Regimental Combat team, the Navajo Code Talkers).
5. Discuss the constitutional issues and impact of events on the U.S. home front including
the roles of women in military production; and the roles and growing political demands
of African Americans. (Partial Standard)
6. Describe major developments in aviation, weaponry, communication, and medicine
and the wars impact on the location of American industry and use of resources.

Pair and Share Reading Comprehension and Decoding Strategies

Anticipation Guide
How do students think the U.S. Military was at the beginning of WW II vs. today?
Audio/Visuals/Essay of the impact of the induvial solider
Focus on the special fighting forces (i.e. Tuskegee Airman and the Navajo Code Talkers)
Students will write a thesis and 4-5 paragraph essay one of the Special Fighting Forces
and why they personally connected with that unit.
Teacher Lead Discussion and Explanation of Daily Lesson Plan (Below)
Group Work Time for the Poster (see Daily Lesson Plan) with Lap Tops
English Language Learners:
Students will be encouraged to share their native countries military history and when
women and other demographics were integrated.
Students will be given a list of vocabulary words beyond the list given to the rest of the
class.
The text book company provides supplemental EL materials for the text book. As the
class reads the chapter, the EL students will be provided with the appropriate materials.
Based on an individual basis, students may have to only write a thesis statement and one
paragraph to two paragraphs.
Special Needs: Students will receive support as required by their IEP or 504.
Gifted/Talented: Gifted students will most likely be in AP History.
Multiple Intelligences: Verbal/Linguistic, Visual/Spatial, Interpersonal
Thematic Connections to other content areas (include standards):
English Literature:
2.0 Reading Comprehension: Comprehension and Analysis of Grade-Level-Appropriate
Text
2.2 Analyze the way in which clarity of meaning is affected by the patterns of
organization,
hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.
1.0
Writing Strategies
1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and
support them with precise and relevant examples
1.1
Written and Oral English Language Conventions
1.1 Demonstrate control of grammar, diction, and paragraph and sentence structure and
an understanding of English usage.
1.2 Produce legible work that shows accurate spelling and correct punctuation and
capitalization.
California Common Core State Standards English Language Arts & Literacy in

History/Social Studies
RH 11.2 Determine the central ideas or information of a primary or secondary source;
provide an accurate summary that makes clear the relationships among the key details
and ideas.
Progress Monitoring Assessment: All Content Standards Are Being Assessed
KWL Chart(s), Anticipatory Guide(s), Mini-White Boards, Think-Pair-Share, Written
(essay, tiered rubric)
Technology Utilized: Audio, visual, PowerPoint

Week Four: Block Schedule Two 90 Minute Classes

Topic: European Theater winds down and focus shifts to the Pacific.
Lesson Objectives:
Students will be able to articulate the shift in U.S. Foreign Policy as the War in Europe
marches towards an end. (Cognitive)
Students will be able to create a map of how a proposed invasion of Japan would have
been executed (based on U.S. assumptions at the time). (Psychomotor)
Students will be able to discuss how Churchills concerns about Stalin shift U.S. Policy.
(Cognitive)
Students will present (Psychomotor) their findings of how their assigned topic impacted
the world for years to come. (Cognitive)
Lesson Standards:
11.7 Students analyze Americas participation in World War II.
2. Explain U.S. and Allied wartime strategy, including the major battles of Midway,
Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.
3. Identify the roles and sacrifices of individual American soldiers, as well as the
unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the
442nd Regimental Combat team, the Navajo Code Talkers).
4. Analyze Roosevelts foreign policy during World War II (e.g., Four Freedoms
speech).
6. Describe major developments in aviation, weaponry, communication, and medicine
and the wars impact on the location of American industry and use of resources.

Instructional Strategies to address

Pair and Share Reading Comprehension and Decoding Strategies
Group Work Time for the Poster (see Daily Lesson Plan) with Lap Tops

Teacher Lead Discussion with Visual Support

The final battles of World War II in the European Theater and the Island by Island
Strategy in the Pacific Theater.
Students will participate by asking questions (verbally) and answering questions (with
mini-white boards).
Teacher Lead Discussion
Changes in Roosevelts (U.S. Foreign Policy) during the War.
Incorporate Churchills and Stalins policy changes and objectives.
Student Presentations
Each group will present their Poster to the class.
Class will ask questions of each group and will agree to the most important 3-5 results of
each Poster.
English Language Learners:
Students will be asked about special fighting forces in their native countries (similar to
the Code Talkers or integration of other ethnicities into their military).
Students will be given a list of vocabulary words beyond the list given to the rest of the
class.
The text book company provides supplemental EL materials for the text book. As the
class reads the chapter, the EL students will be provided with the appropriate materials.
Based on an individual basis, students may have to only write a thesis statement and one
paragraph to two paragraphs.

Special Needs: Students will receive the accommodations required by their IEP or 504.
Gifted/Talented: Gifted Students will most likely be in AP History.
Multiple Intelligences: Naturalistic, Verbal/Linguistic, Visual/Spatial, Interpersonal
Thematic Connections to other content areas:
English Literature:
2.0 Reading Comprehension: Comprehension and Analysis of Grade-Level-Appropriate
Text
2.2 Analyze the way in which clarity of meaning is affected by the patterns of
organization,
hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.
1.0
Writing Strategies
1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and
support them with precise and relevant examples
1.1
Written and Oral English Language Conventions
1.1 Demonstrate control of grammar, diction, and paragraph and sentence structure and
an understanding of English usage.

1.2 Produce legible work that shows accurate spelling and correct punctuation and
capitalization.

California Common Core State Standards English Language Arts & Literacy in
History/Social Studies
RH 11.2 Determine the central ideas or information of a primary or secondary source;
provide an accurate summary that makes clear the relationships among the key details
and ideas.
Progress Monitoring Assessment: All Standards Are Being Assessed
KWL Chart(s), Anticipatory Guide(s), Mini-White Boards, Think-Pair-Share, Written
(essay, tiered rubric)
Technology Utilized: Audio, visual, PowerPoint, Lap tops

Week Five: Block Schedule - Three 90 Minute Classes

Topic: How a single decision can change lives forever.
Lesson Objectives:
Students will reflect on how the Final Solution is not a solitary event in history.
(Affective).
Lesson Standards:
11.7 Students analyze Americas participation in World War II.
2. Explain U.S. and Allied wartime strategy, including the major battles of Midway,
Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.
5. Discuss the response of the administration to Hitlers atrocities against Jews and other
groups.
6. Describe major developments in aviation, weaponry, communication, and medicine
and the wars impact on the location of American industry and use of resources.
7. Discuss the decision to drop atomic bombs and the consequences of the decision
(Hiroshima and Nagasaki).

Instructional Strategies
Visuals followed by Teacher Lead Discussion
Videos and audios of the of American soldiers discovering the Death Camps and the
reaction in the U.S. at the time.
Anticipatory Guide

Students will be asked if the U.S. were to invade Japan, what do they think the biggest
obstacles would be and how easy do they think that we could defeat the Japanese?

Teacher Lead Discussion with Video

Share videos of fighting in the Pacific Theater.
Share the statistics that the U.S. Government developed in their analysis of what an
invasion of Japan would cost (military personnel, civilians, monetary, time)
Teacher Lead Discussion with Video/ Essay
Overview of the Manhattan Project (rationale, timing, key players) as well as how far
along the Axis and Allied powers with their own development of nuclear weapons.
Discuss Fat Man and Little Boy.
Dropping of the bombs at Nagasaki and Hiroshima.

Students will write a thesis statement and a 5-6 paragraph essay on if they were part of
Trumans War Cabinet, would they have recommended to drop the atomic bombs or not.
Why?

English Language Learners:

Students will be given a list of vocabulary words beyond the list given to the rest of the
class.
The text book company provides supplemental EL materials for the text book. As the
class reads the chapter, the EL students will be provided with the appropriate materials.
Based on an individual basis, students may have to only write a thesis statement and three
to four paragraphs.
Special Needs: Students will receive support as per their IEPs.
Gifted/Talented: Most gifted students will be in AP History.
Multiple Intelligences: Naturalistic, Verbal/Linguistic, Visual/Spatial, Interpersonal,
Logical/Mathematical
Thematic Connections to other content areas:
Visual Arts
3.0 Historical and Cultural Content
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
English Literature:
2.0 Reading Comprehension: Comprehension and Analysis of Grade-Level-Appropriate
Text
2.2 Analyze the way in which clarity of meaning is affected by the patterns of
organization,

hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.
1.0
Writing Strategies
1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and
support them with precise and relevant examples
1.1
Written and Oral English Language Conventions
1.1 Demonstrate control of grammar, diction, and paragraph and sentence structure and
an understanding of English usage.
1.2 Produce legible work that shows accurate spelling and correct punctuation and
capitalization.
California Common Core State Standards English Language Arts & Literacy in
History/Social Studies
RH 11.2 Determine the central ideas or information of a primary or secondary source;
provide an accurate summary that makes clear the relationships among the key details
and ideas.
Progress Monitoring Assessment: All Standards Are Being Addressed
KWL Chart(s), Anticipatory Guide(s), Mini-White Boards, Think-Pair-Share, Written
(essay, tiered rubric)
Technology Utilized: Audio, visual, PowerPoint
Week Six: Block Schedule Two 90 Minute Classes
Topic: Rebuilding Europe after utter destruction.
Lesson Objectives:
Students will be able to articulate why the U.S. executed the Marshall Plan and how it not
only helped to rebuild Europe after the war but its importance to the U.S. economy.
(Cognitive)
Students will discover how the utter destruction of Europe did not end when the war
ended. (Affective).
Students demonstrate their comprehension of the U.S. participation in World War II by
successfully completing a formal assessment. (Cognitive)

Lesson Standards:
11.7 Students analyze Americas participation in World War II.
8. Analyze the effect of massive aid given to Western Europe under the Marshall Plan to
rebuild itself after the war and the importance of a rebuilt Europe to the U.S.
economy.
Instructional Strategies
Anticipatory Guide

Students will be asked what they think life in Europe was like immediately after the war?
Was there housing? Food? Where did all of the refugees go? All of the soldiers?

Teacher Lead Discussion with Video/Audio

Overview of what life was really like in Europe after the war including the impact of
firebombing, the millions of displaced persons, the lack of infrastructure.
Teacher Lead Discussion with Visuals

The Marshall Plan and how it rebuilt Europe after WWII.

English Language Learners:

Students will receive differentiated tests based on their English Comprehension.
Students will be given a list of vocabulary words beyond the list given to the rest of the
class.
The text book company provides supplemental EL materials for the text book. As the
class reads the chapter, the EL students will be provided with the appropriate materials.
Special Needs: Students will receive the accommodations required by their IEP or 504.
Gifted/Talented: Gifted Students will most likely be in AP History.
Multiple Intelligences: Naturalistic, Verbal/Linguistic, Visual/Spatial, Interpersonal

Thematic Connections to other content areas:

Thematic Connections to other content areas (include standards):
English Literature:
2.0 Reading Comprehension: Comprehension and Analysis of Grade-Level-Appropriate
Text
2.2 Analyze the way in which clarity of meaning is affected by the patterns of
organization,
hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.
1.0
Writing Strategies
1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and
support them with precise and relevant examples
1.1
Written and Oral English Language Conventions
1.1 Demonstrate control of grammar, diction, and paragraph and sentence structure and
an understanding of English usage.
1.2 Produce legible work that shows accurate spelling and correct punctuation and
capitalization.

California Common Core State Standards English Language Arts & Literacy in
History/Social Studies
RH 11.2 Determine the central ideas or information of a primary or secondary source;
provide an accurate summary that makes clear the relationships among the key details
and ideas.
End of Unit Summative Assessment:
Students will be given a test which will include short answer, multiple choice and short
essay (thesis statement with 3 paragraphs)
All Content Area Standards will be Assessed for every question.
All English Literature Standards will also be assessed for short answer or essay questions.
Please see rubric at the end of this lesson plan.

Technology Utilized: Audio, visual, PowerPoint

Daily Lesson Plan

Teacher: V. Boss

Class: U.S. History

Date: TBD

Grade: 11

Room #: E206

Period: 5th

Unit: U.S. Involvement in World War II

Goal: Upon competition of this lesson, students will be able to connect how the U.S. War
Machine of WW II advanced technology, medicine and industry and influences it still today.
Objectives:
Students will research and share the correlation between the United States participation in
World War II and our rapid advancements in aviation, weaponry, communication, and
medicine. In addition, students will research and share the wars impact on the location
of American industry and use of resources. (Cognitive)
Students will work in groups of and will come to a consensus on what were the most
important innovations in their topic as a result of the WWII war machine and how does
that impact our lives today. (Affective)

Rationale: To inform the students of the information as required by the Standards and to
increase their ability to assess information, think critically and work in groups to assess and
present their findings.
Procedures
Teacher Lead Discussion Q & A Session (Set Introduction) (15 minutes)

Teacher will ask (both verbally and via PowerPoint) the students a series of questions
about different milestones (or Fun Facts) in the areas we will be learning about. Students
will respond with their mini-white boards.
Examples:
What animals were used to carry messages in World War I? (Connecting to past
learning) Does Vitamin A really help your eyesight? (the answer is No but the Allies
started to rumor as a way to hide the fact that they had developed Radar.

Students are separated into groups and are provided with information on their topic. (30
Minutes)
Teacher discuss with the student the materials they have received and the assignment.
Distributes and discuss rubric.
Teacher models how to take the provided information and how to take the information
and arrange it in a way that facilitates their presentation.
Group Work Time for the Poster Lap Tops (40 Minutes)
Groups will work together to identify the important elments of each topic and be prepared
to discuss in both their poster and presentation and how these elements impact our world
today.
Teacher will monitor class and engage student. (40 Minutes)
Assignments and Reminds of Assignments
Special Notes to myself:
Be sure to bring in examples of Posters!
Examples of taking a topic and following a path to discovery
Materials and Equipment Needed
Audiovisual: Video projector, TV, Overhead Projector, Lap Tops
Other: Materials for each topic. mini-white boards, Poster Boards, Markers, Pictures
(pre-printed for the students to select from), PowerPoint Presentation, Text Books, Rubric
of Poster/Presentation
Accommodations for Students with Special Needs
All students with special needs will receive support as per their IEP or 504.
Assessment of Student Learning
Monitoring Teacher will assess student learning by engaging the students during their
group work time.
Monitoring Teacher will assess student learning and understanding based on responses
with mini-white boards during Socratic Questioning.
Rubric Teacher will use a rubric to assess student learning and participation in the
Group Project.
Reflection/Evaluation

Reflective thoughts about the lesson: It was a great lesson the students really
enjoyed it. Could have used less in-class time for the completion of the poster.
Suggestions for Revisions quiz could be done as an online quiz such as through
Kahoot!

Performance Assessment Rubric: Unit Final Exam

Calendar/Timeline: Dates will be added once the school calendar has been finalized for the
year.