Kyle Canning U.S.

History Grade 11

For this assignment I have chosen to teach grade 11 U.S. history. I have chosen to teach the second half of the course. This will mean after Christmas break I will be introducing the following ideas and concepts as units: Civil War Reconstruction Industrialization Westward Movement WWI Great Depression WWII Cold War/Red Scare Korean War Vietnam War Civil Rights/Women 9/11/01 Iraq War

As with any classroom I plan on having some students with special needs. I will have to learn through instruction and assessment who these students are. After realizing the student s needs I will have to develop a plan of action to tackle the problem and successfully break through to the child. After developing a plan to help educate all children, I plan on introducing these skills to the student: Proper note taking skills Pre reading skills Sentence skills Paragraph skills The skills involved in the writing process Research skills Vocabulary skills Organizational skills Cause and effect skills Skills enabling them to understand concepts Skills enabling them to evaluate and make judgments Skills allowing them to critique their own writing

Skills allowing them to evaluate primary and secondary sources Skills allowing them to compare and contrast

Informal Assessment Kyle Canning Grade 11 United States History

1) Below is a map of the United States during the Civil War. In the space provided below, name as many of the states involved as you can. Then Classify them as United States or Confederate States.

Image courtesy of http://www.whiteheaddna.com/miltry_recs/cvlwar/mil_cvlwar_map.html

2) What was the cause of the Civil War? Where was the treaty ending the war signed?

3) Identify Reconstruction. What was its importance to the history of the United States?

4) What effect did Industrialization have on America? Name at least three inventions from the industrial age that changed America.

5) What was the major development from the era of industrialization that lead to the development of the West? What was the importance of westward expansion to the United States?

6) What countries made up the Central Powers during World War One, and the Allied Powers? What spark ignited World War One?

7) Identify a Hooverville; describe why they were named this.

8) Name as many of the Allied powers from World War Two as you can.

Image courtesy of http://www.a-human-right.com/ppsh.jpg

9) The weapon above is a World War Two era weapon called the PPSH. Which country involved in the war was responsible for its creation?

10) Using only the space left on this page, pick a side and defend your argument on the issue of the Atomic Bomb. Should we have used them on Hiroshima and Nagasaki to end the war, why or why not?

11) Describe the Cold War and what it means to you. Also define as many of the terms as possible: a. Red Scare b. McCarhyism c. Communism

12)In what time period did the Civil Rights movement take place? What was the purpose of this movement; what groups did it affect?

13) What happened 9/11/01? Who were the parties responsible, and what were the consequences of this?

Of the area content for this assignment I plan on portraying a unit on WWII. I would expect this unit to last between two to three weeks. This unit would consist of: Tensions and causes of the war The countries involved and the reasons for involvement Japans invasion of China(start of war for the Pacific) Germanys invasion of Poland(start of the war for Europe) Pearl Harbor(start of the war for America) The war after America entered Pacific, and European theaters Atomic Bomb development and testing V- E day Dropping the Atomic Bomb V- J day

This unit would follow the chronological order of the War.

Lesson Plan for day one 90 min period Theme: History of the United States Subject: Grade 11 U.S. History Goal: to explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of
behavior, and traditions that help define it and unite all Americans Objectives:

To welcome the students back from break and redirect them to their academics To identify pre reading and explore the concept To identify proper note taking procedures To asses prior knowledge of the subject To begin the WWII unit To develop vocabulary for the covered material

Materials: Knowing your textbook handout Projector and computer Map of WWII Europe and Pacific to point out the locations talked about

Vocabulary worksheet

Detailed lesson plan: Warm up a) Welcome the students back from their Christmas break. Ask general questions about what the students did over break. This discussion is just to ease the students back into the class room and shouldnt take any longer than 10 minutes. Give the informal assessment to the students, and allow proper time for completion. This should take approximately 15-20 minutes, Then probe the students for prior knowledge of the subject Hand out the Knowing your text book handout. Spend time to explain what the handout is, and its purpose. Give several demonstrations on how the activity is to be done. Allow them time to complete the handout, while walking around to assist any students in need. This should take roughly 20-25 minutes. The students should know all of this all ready given their grade. However this is a good refresher and an easy way to get them back into work. Hand out the days vocabulary sheet to be done as homework Lecture using the projector and a power point presentation on how to take notes effectively. Demonstrate the note taking procedures of which I am talking. I anticipate this to take 20 minutes.

For the final part of the period, sparing 5 minutes for wrap up, introduce the content using a power point and lecturing the students.

Wrap up; ask questions about pre reading, note taking and the content to bring everything to a close.

Name: Date: Knowing Your Textbook Parts of your textbook: Title page- Lists the title of the book and its authors, place of publication and publisher Table of contents- shows how the book is organized Glossary- a dictionary of special terms used in the text Open your book to the title page and answer the following questions: 1) What is the title of the book? 2) Who is the book written by? 3) Who is the publisher? 4) When was it copyrighted? 5) Why are these things important, say for a research paper? Now turn to the table of contents: 1) How many units are there, what are their names 2) In what chapter would you expect to find information on Reconstruction? 3) On what pages would you expect to find information on the Cuban Missile Crisis?

4) How many chapters are in the book? 5) How many units are there in the book? 6) In what unit would you locate information on the Civil Rights movement? 7) On what page does chapter 3 start, and end? 8) In what ways is the table of contents useful, how can it make your life easier? Open your book to the text: 1) What page does the text begin? 2) What are the titles of all the units, and chapters? 3) What image appears on page 57? 4) What unit is this image in? 5) What purpose do chapter outlines have, how can they make your life easier? Now open you book to the glossary: 1) What is the first term in the glossary, and what unit do you think it came from? 2) On what page do you find the definitions of: Total War Atomic Bomb Harry Truman

3) How will the glossary be useful to you? Now open the book to the index: 1) On what pages of the text would you find the Cold War? 2) On what pages would you find President John Kennedy? 3) On what pages would you find Hitler? Wrapping up: 1) Define pre-reading, and its benefits to you?

Name: Date: Vocabulary Using your textbook define the following terms: Aggression-

Nazi-

Scapegoat-

Appeasement-

Axis-

Allies-

Wrap up Questions: What is a sweat sheet, and what are the benefits of it? Why is pre reading useful to you? What caused the tensions in Germany before the start of WWII?

Lesson Plan for Day Two 90 Minute Period Theme: U.S. History Subject: United States History grade 11 Goal: Students are to understand the interrelationships between world events and developments in New York State and the United States. Objectives: Students will be able to: I will: continue lecturing on WWII develop more vocabulary Identify Primary and Secondary sources differentiate between the sources, and know how to choose scholarly sources interpret and utilize library resources generate a good relationship with the Liberians

Materials: Projector and Computer

Map of WWII Europe and Pacific to point out locations Vocabulary worksheet library Librarian Resources for students to utilize

Detailed Plans: Spend 5 to 10 minutes asking review questions as a warm up activity, to get the students focus back on history, instead of their previous class. Continue with the lecture that I had started in the previous class, this should take roughly 20 minutes. Assign the vocabulary worksheet for homework. Present the module from Illinois university on primary and secondary sources (http://www.library.illinois.edu/village/primarysource/mod1/pg2.htm), making sure to ask questions that will tell me if the concepts have been grasped or not. This should take roughly 20 minutes. Take students to the library for a hands-on activity. Here the librarian will help me teach the students what resources are available to them, and how to access them. This will take the rest of the period.

Warm up questions: Why were there tensions between Germany and the rest of Europe? Who were the Nazis? Who was their leader? What happened on September 1, 1939? Where was America?

Wrap up questions: Who were the Axis powers? Who were the Allied powers?

Hands on activity: Creating your own primary source Write a series of journal entries in which you are a fictional character of which you have created. Pick the theatre you wish, European or Pacific. The journal entries are to be as realistic as possible. After the Librarian has given you her lecture on the sources available to you, you are to do research about the soldiers of the time, and their actions while serving in the military. You must cite a minimum of five sources. These sources must be scholarly acceptable. You must have no less than three Journal entries.

Name: Date: Vocabulary Using your textbook define the following: Kamikaze-

Blitzkrieg-

U-Boat-

Panzer-

Messerschmitt-

P-51 mustang-

Lesson Plan for Day Three 90 Minute Period Theme: U.S. History Subject: United States History grade 11 Goal: Students are to understand the interrelationships between world events and developments in New York State and the United States. Objectives: Students will be able to: I will: Quiz them on the vocabulary and concepts that I have previously lectured on. Continue the lecture that I have been using. Spend time demonstrating writing skills. Recall major themes and ideas from WWII, including concentration camps and genocide. Demonstrate proper sentence and paragraph structure.

Materials: Projector and computer Quiz

Vocabulary worksheet Map of WWII Europe and Pacific to point out the locations talked about

Detailed plans: I will spend time asking a series of warm up questions to refocus the students on history, instead of their previous classes. This will take approximately 5-10 minutes. After this I will give them the quiz that I have prepared. I will allow them proper time to complete this. Special needs students will be cared for as well. This should take 20-30 minutes. I will then give a short power pint presentation on proper writing. I expect this to take roughly 15 minutes. Assign the vocabulary worksheet for the night. I will continue the Lecture on WWII for the remainder of the class, sparing 5 minutes for wrap up. I will spend some time wrapping up the information that I have presented to the children in this period.

Warm up questions: What is a kamikaze? What importance did the attack on Pearl Harbor have on the outcome of the war? Who were the Axis Powers?

Name: World War Two Quiz

Date:

Vocabulary: Define the terms in the box to on the space provided Aggression Axis Nazi P-51 mustang Messerschmitt Blitzkrieg Kamikaze Allies

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______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Short Answer 1) What were some of the tensions in Germany before World War Two? What was the reason behind these tensions?

2) Describe reparations, and give an example outside of World War Two.

3) Before the start of the war, what did Japan do? What were the results of this action?

4) What happened on September 1, 1939? What repercussions did this action have?

5) Name the Allied Powers.

6) Name the Axis Powers.

7) Describe Germanys path.

8) Describe Italys role in the war.

9) Describe the events of December 7, 1941. What repercussions did this have?

Name: Date: Vocabulary Using your textbook define the following: Aryan-

Auschwitz-

Gas Chamber-

The Final Solution-

Genocide-

Anti-Semitism-

Wrap up questions What was Hitlers Final Solution? What are your feelings on this? Why do you think this happened? Can this be denied?

Lesson Plan for Day Four 90 Minute Period Theme: U.S. History Subject: United States History grade 11 Goal: Students are to understand the interrelationships between world events and developments in New York State and the United States. Objectives: Students will: I will: Continue the units lecture Assign the vocabulary home work Assign the Atomic Bomb essay Have the knowledge of events that happened during WWII. Be able to identify the Manhattan Project. Be able to develop an argument on the Atomic bomb and defend it.

Materials: Atomic bomb assignment

Vocabulary worksheet Projector and computer Map of WWII Europe and Pacific to point out the locations talked about

Detailed Lesson Plans: Start the class with a set of warm up questions designed to get the students focused on history instead of their previous classes, as usual this will take roughly 5-10 minutes Lecture the students about major events in the war, the Manhattan Project, and the Atomic Bomb. This will take approximately 60 minutes. Assign and discuss the Atomic Bomb essay assignment, this will take the remainder of the period, sparing 5 minutes for the wrap up. Wrap up the information presented in todays class.

Name: Atomic Bomb Essay Directions:

Date:

Using the information given to you in class, and the skills that you have previously learned about library research; pick a side on the issue. This would either be yes we should have dropped the bomb, or no we shouldnt have dropped the bomb. After you have chosen a side you must defend your stance in your paper. There is a minimum of five sources. The paper must be 7 to 10 pages in length. After the paper is done you must prepare yourself for a debate on the day that the paper is due. The paper will be graded, the debate will not. However if you win the debate against the student I have assigned to debate against you, yo will be awarded 10 bonus points on your paper. This is incentive to pick a side that you have strong feelings for and you will be able to defend.

Due 2 weeks from today

Warm up questions: What was the Holocaust? What was the estimated number of Jewish people that lost their lives? Some people have tried to deny the Holocaust, can it be denied?

Wrap up questions: What was D-Day? What was the Manhattan Project? Where did we drop the Atomic bomb?

Name: Date: Vocabulary Using your textbook define the following: Atomic Bomb-

D-Day-

Hiroshima-

Nagasaki-

Manhattan Project-

Battle of the Bulge-

Lesson Plan for Day Five 90 Minute Period Theme: U.S. History Subject: United States History grade 11 Goal: Students are to understand the interrelationships between world events and developments in New York State and the United States. Objectives: Students will: I will: Finish the units lecture Use jeopardy to help the students study for the test Be prepared for the test on the unit Be able to master the material from the unit.

Materials: Projector and computer Map of WWII Europe and Pacific to point out the locations talked about

Detailed Lesson Plans:

Start the class with a set of warm up questions designed to get the students focused on history instead of their previous classes, as usual this will take roughly 5-10 minutes

Lecture the students about major events in the war, VE day and VJ day. This will take approximately 15 minutes.

Use a game of Jeopardy as a review. I will choose teams and let the students compete against each other. The winner will get to omit one question of the test. Then give information about the test. This will use the rest of the class sparing 5 minutes for the wrap up.

Wrap up the information presented in todays class.

Warm up questions: What year did Hitler commit Suicide? In what year did U.S. bombers gain the ability to hit East German Targets? What was D-Day?

Wrap up: What do you think will be on the test? Test will be twenty Multiple choice, and 5 short answer Questions. The winners of the debates will get to omit one short answer question.

I will use the Jeopardy program on this website: http://www.superteachertools.com/jeopardy/usergames/May201021/game1274699056.php

Lesson Plan for Day Six 90 Minute Period Theme: U.S. History Subject: United States History grade 11 Goal: Students are to understand the interrelationships between world events and developments in New York State and the United States. Objectives: Students will: I will: Present Saving Private Ryan Gain information from a film to wrap up the unit

Materials: Projector and computer, or dvd player Map of WWII Europe and Pacific to point out the locations talked about

Detailed Lesson Plans: Start the class with a set of warm up questions designed to get the students focused on history instead of their previous classes, as usual this will take roughly 5-10 minutes

After this start the film, it will take more than this class period so I will show the end in the next. I feel that this film will wrap up the unit and bring home the war to the students. I believe that this will engage them in a deeper level of thought about the war.

Wrap up the information presented in todays class.

Bibliography A Teachers Guide to the Holocaust. Glossary http://fcit.usf.edu/holocaust/resource/glossary.htm Adolescent Literacy. Glossary of important WWII terms. http://www.adlit.org/unlocking_the_past/glossary_of_terms/ Genocide. The Holocaust. http://www.ppu.org.uk/genocide/g_holocaust.html The Holocaust Research Center of Buffalo. Vocabulary. http://www.holocaustcenterbuff.com/vocabulary.htm Kent Law. Sentence Structure. http://www.kentlaw.edu/academics/lrw/grinker/LwtaSentence_Structure.htm Quizlet. World War Two Vocabulary and Important terms. http://quizlet.com/214349/world-war-ii-vocabulary-and-important-terms-flash-cards/ The United States Holocaust Memorial Museum. WWII timeline. http://www.ushmm.org/wlc/en/article.php?ModuleId=10007306 U.S. Army. D-Day. http://www.army.mil/d-day/