Evan Shipp Lesson Plan 1 3/2/11L Lesson Plan Title: Making Headlines Concept/Topic to Teach: Main Events Before and During WWII Standards Addressed: This project will address Social Studies, 9th grade, World History: 1500 to Present, Standard 14 in the Alabama course of study: describe causes and consequences of World War II identify turning points of World War II in the European and Pacific Theaters depict geographic locations of world events between 1939 and 1945 identify on a map changes in national borders as a result of World War II Specific Objectives: Students will learn about major events and turning points before and during during WWII. Required Materials: The students will use a powerpoint on the computers in the computer lab, download newspaper templates from: http://www.presentationmagazine.com/editable-powerpointnewspapers-407.htm. , book: American History (it is blue), Worksheet with list of questions; computer lab Anticipatory Set (Lead-In): Hold up a newspaper. “Raise your hand if you have seen one of these before.” Wait for student response. “What is this called?” Wait for student response. “Correct. This is a newspaper.” Most of us have read or seen a newspaper at some point. Today, most people get the news either through the Internet or TV. But in the 1940s, people read newspapers or listened to the radio to get the news. Today, we are going back to the 1940s to write our own newspaper telling about the major events of WWII.” Step-By-Step Procedures for Teaching the Lesson: 1. The students will choose from a list of topics that I have composed from the book as well other sources. 2. After each student has signed up for a specific topic, I will pass out a worksheet with the specific questions that are to be answered or discussed in the newspaper. 3. “You are to write an article as if you were a journalist in the 1940s telling about the event to people hearing about it for the first time. You will also 1 Evan Shipp Lesson Plan 1 3/2/11L find pictures appropriate for the topic and place them in the template as well. You may use your book to find information, as well as the internet. Be sure to include a bibliography page. We will be working in the computer lab for the next three class meetings. At the end of the first class, you should have your template chosen, downloaded, and begin adding information to your article. At the end of the second class, you should have most of your article written. At the end of the third class meeting, you should have your article finished, including pictures added, and proofread your article. You are to email me a copy of your article at the end of each class period. After finishing the articles, you will each give a 1-3 minute presentation about you article. We will also have a quiz after everyone has presented their newspaper article. This information will also pop up on your chapter test next week.” 4. We will discuss each of the questions that are to be answered and I will allow for students to ask any questions they may have at this point. a. Your article must have a relevant title. (Remember, make it something that would grab the attention of readers at this time.) b. Describe causes and consequences of World War II. c. Identify the turning points of World War II in the European and Pacific Theaters. d. Depict the geographic locations of world events between 1939 and 1945. e. Identify, on a map, the changes in national borders as a result of World War II (*You must include pictures, maps, and other visuals in your article. Please label these and refer to them throughout the article.) f. Remember to email me a copy of your article at the end of each class period. 5. Next, we will walk down to the computer lab to begin our assignment. 6. Once in the computer lab, using the projector, I will show students how to open up the internet browser and type in the web address for the newspaper template. 7. “Before you begin, I would like to remind you to make your article interesting to read. Think about articles you may read in a newspaper or sports magazine. Do not overload the reader with boring facts quoted directly from your book. Put the information in your own words in order to 2 Evan Shipp Lesson Plan 1 3/2/11L make it more of an exciting read. Remember, this was a world war. This was big news at that point in time.” 8. After choosing a template, the students may begin filling in the information for their article. Guided Practice/Monitoring: When we arrive in the computer lab, I will show students an example newspaper template the in which they can download the templates. I will also show a sample article. At this time they will be able to ask any questions they have about the assignment before starting. The students will be expected by the end of the first day to have a template picked out and begin typing their article into the template. The second day the students will continue typing article. Third day should finish typing article and insert pictures thus completing the newspaper article. I will also walk around the computer lab to monitor progress and answer questions while they are working on the project. Closure (Reflect Anticipatory Set): Today, you began creating a newspaper article including information about World War II. You included information such as the causes and consequences of World War II, the turning points of World War II in the European and Pacific Theaters, the changes in national borders as a result of World War II, and the geographic locations of world events between 1939 and 1945. Tomorrow, we will continue our newspaper project. Assessment Based on Objectives: The students will be able to describe causes and consequences of World War II, identify turning points of World War II in the European and Pacific Theaters, depict geographic locations of world events between 1939 and 1945, and identify on a map changes in national borders as a result of World War II with 90% percent accuracy. (Objective 14) *Adaptations (For Students with Special Needs): There is a child in my classroom with a vision impairment. I will assign this student to the 3 Evan Shipp Lesson Plan 1 3/2/11L computer that is specifically for the vision impaired, which has larger print and a magnification system. Further assistance will be provided as needed. Extensions (For Advanced Students): For advanced students, the question set provided on the handout will be somewhat different. Additional questions will be included that cause students to think critically. a. Your article must have a relevant title. (Remember, make it something that would grab the attention of readers at this time.) b. Describe causes and consequences of World War II. How will life change for women, children, men, and the general family structure as a result of the war? How will the war impact the economy? c. Identify the turning points of World War II in the European and Pacific Theaters. Given the knowledge of the outcome of the war, what strategies would you recommend to improve the outcome of the war? d. Depict the geographic locations of world events between 1939 and 1945. e. Identify, on a map, the changes in national borders as a result of World War II. “Predict” how these changes will effect the world in the future (how they have affected our world today) **You must include pictures, maps, and other visuals in your article. Please label these and refer to them throughout the article. f. Remember to email me a copy of your article at the end of each class period. Possible Connections to Other Subjects: Since students will be reading in order to gather information about the topic, comprehension strategies could also be incorporated in the lesson, as well as during Reading. Also, grammar and language rules could be taught since the students are writing a newspaper article. The article could be printed daily and discussed during Language in order to proofread and make corrections as necessary. Reflection: This lesson is a fun way to get the students involved with their learning. Too often, especially in social studies, the students sit and take notes 4 Evan Shipp Lesson Plan 1 3/2/11L while the teacher lectures. With this lesson, the students actually have to go out and find the material themselves; it is not just handed to them. This lesson also will build their research skills. It also will help build critical thinking skills because they will have to find sources and determine if it is reliable source or not. I believe the students will enjoy this lesson because it gets them out of a lecture type setting and allows them to interact more with their learning than they can in a traditional class setting. One problem that I encountered during this lesson was the overwhelming amount of information the students had to sift through. I could improve the lesson by finding several sites that students are allowed to gather information from, which would prevent them from searching aimlessly throughout the internet for sources. One thing that worked well in this lesson was the pre-made question and answer sheet. This really kept the students on track throughout the lesson, and helped guide them in their organization of the article. 5