Wayne County High School Daily Lesson Plan
Teacher: Kasey McCann
Course: World History
Date(s): 12/10 – 12/14/12
Mississippi Department of Education Frameworks:
3C: Analyze the causes, effects, and unique features of World War I and World War II in terms of the changes in diplomatic
relations among the various countries involved.
3D: Describe the causes of the Cold War and its effects on contemporary world affairs.
4C: Analyze the integration of countries into the global community and the roles of demographic change, climate change,
medical advances, and cultural exchange in that integration.
Common Core:
Key Ideas and Details – 2: Determine the central ideas or information of a primary or secondary source.
Integration of Knowledge and Ideas-7-Integrate visual information with other information in print and digital texts.
Monday
Focus of Lesson
(Student-Friendly Objective)
Eagle Challenge
(3-5 minutes)
Describe the early gains that allowed the Axis powers to control much of Europe (3C).
Identify the Battle of Britain and Operation Barbarossa (3C).
Suggest how Japan responded to growing American involvement (3C).
Students will read “Setting the Scene” on page 473 and answer the following SATP
format questions:
The Axis powers were made up of countries that:
-were lead by dictators
-embraced democracy
-had a strong belief against communism and fascism
-B and C
Learning Tasks/Activities
Closure
Tuesday
Focus of Lesson
(Student-Friendly Objective)
Which of the following sentences best describes the Allied forces?
-The allied forces were made up mostly up countries that were determined to spread
Hitler’s ideology
-The allied forces were made up of Britain, the United States, France, the Soviet Union,
and numerous other countries
-The allied forces stood firmly against fascism and communism
-B and C
(1)Students will read “Early Axis Gains” – students will then describe the early gains
made by the Axis Powers. The students will use jot dots to describe the gains made by
the Axis powers
(2) Students will read “The Battle of Britain and the Blitz” and “Operation Barbarossa” –
pg. 474-477. After reading the two sections, teacher will lead a class discussion about
the two battles. Teacher will call on various students (ask-call-pause technique) and ask
questions about the reading.
(3) The teacher will deliver instruction – using technology. Lecture will focus on growing
American involvement in World War II, the Japanese attack on Pearl Harbor, and U.S.
entry into World War II. Students will complete lecture notes.
Connections to Today (pg. 474)
-Students will read the passage titled “Rationing and New Products”
-Students will consider how technology was able to reduce the impact of product
shortages such as silk and rubber
-Students will then answer the question at the end of the passage: “How did technology
reduce the impact of shortages during World War II?”
Create nonfiction writing to explain how Germany and Japan treated people in occupied
land (3C).
Explain the role of women and total war in the Allied War effort (3C).
Eagle Challenge
(3-5 minutes)
Learning Tasks/Activities
Closure
Wednesday
Focus of Lesson
(Student-Friendly Objective)
Eagle Challenge
(3-5 minutes)
Learning Tasks/Activities
Closure
Thursday
Focus of Lesson
(Student-Friendly Objective)
Determine the central ideas or information of a primary or secondary source (Common
Core – Key Ideas and Details – 2).
One of the earliest methods used by the United States to stop Japanese aggression was:
-the bombing of two Japanese cities
-the banning of the sale of war materials such as iron, steel, and oil to Japan
-the lend-lease act
-none of the above
(1) Students will read “Occupied Lands” – pg. 479-480. After completing the reading,
students will respond to the following writing prompt – “During the reading assignment,
the author discussed German and Japanese treatment of people in occupied lands.
Using examples from the reading, explain how Germany and Japan treated people in
occupied lands.” Teachers will use rubric to grade writing. Students will be provided
with a copy of the rubric (rubric can be found in the workbook – “Evaluating Your
Writing” – xiv).
(2) Students will be placed in groups. Each group will read “The Allied War Effort” – pg.
480-482. Students will complete a graphic organizer that explains the role of total war
and women in the allied war effort.
(3) Students will complete #6, 7, 8 and 9 on “Chapter 18: Section 3 Guided Reading and
Review.” Students will be instructed to focus on pages 482-484. Teacher will review
activity with students.
Analyzing Primary Sources – “The Holocaust”
-Students will analyze 3 primary sources
-Students will then be instructed to answer 3 questions regarding the primary sources
Examine how the war in the Pacific was fought (3C).
Suggest the factors that lead to the defeat of Nazi Germany (3C).
Form an opinion about the use of an atomic bomb to end World War II (3C).
Students will read “Setting the Scene” – pg. 485 and answer the following SATP format
question:
The difference between battles in Europe and those in the Pacific was:
-that most battles were fought in urban areas
-that most battles were fought using blitzkrieg strategies
-the battle with Japan ended with fewer strategies
-the battle was fought at sea, on tiny islands, or in deep jungles
(1)Students will read “War in the Pacific” - pg. 485-486. Students will then answer SATP
format questions about the war in the pacific (attached).
(2) Teacher will deliver instruction – using technology (lecture – defeat of the Nazis).
Teacher will begin lecture by discussing Hitler’s Daily Life (pg. 486 – “Hitler’s
Precautions”). Lecture will then begin. Students will create lecture notes. After lecture
is completed, students will answer the following writing prompt: “Several events led to
the final defeat of the Nazis. Suggest how the Battle of the Bulge and Allied Bombing
raids led to defeat of the Nazis.” - graded using rubric. Teacher will remind students
that rubric will be used to grade writing assessment.
(3) Teacher will lead a discussion about the use of an atomic bomb to end World War II.
Students will be shown reasons (pros, cons) for the use of an atomic bomb as well as
primary sources (pictures, eyewitness accounts). Student will then form an opinion
about the use of an atomic bomb to end World War II.
Students will analyze data and make conclusions
-Fact Finder (pg. 490)
Suggest the issues that developed after World War II (3C).
Explain why the Allies developed the United Nations (4C).
Summarize why the wartime alliance broke apart (3D).
Determine the central ideas or information of a primary or secondary source (Common
Core – Key Ideas and Details – 2).
Eagle Challenge
(3-5 minutes)
Learning Tasks/Activities
Closure
Friday
Focus of Lesson
(Student-Friendly Objective)
Students will read “Setting the Scene” – pg. 489 and answer the following SATP format
question:
The impact of World War II could best be evidenced in countries such as Germany,
Poland, Japan and Russia by:
-an improved standard of living for all citizens
-large numbers of refugees whose lives had been interrupted by prison camps or fighting
-a dynamic economy
-A and C
(1)Students will read “Aftermath of War” – pg. 489-490 and create jot dots. Teacher will
model jot dots to help students get started on the task. Students will then find the issues
that developed after World War II. At the end of the assignment, teacher will question
students about issues that developed after World War II (ask – pause – call). Questions in
development.
(2)Students will complete a nonfiction writing on the development of the United
Nations. Students respond to the following writing prompt: “After World War II, the
Allies set up the United Nations (UN). What was the motivation behind creating the
United Nations (UN)?”
Teacher will deliver instruction – using technology (Lecture – the Alliance Breaks Apart).
Students will complete lecture notes.
Students will read “Primary Source” – pg. 491
Quote from Winston Churchill pertaining to Eastern Europe
Students will then answer a question regarding the main ideas of the primary source
-“What does Churchill believe are Soviet motives for isolating its territories.
Formative Assessment
Identify Cold War efforts to halt communism (3D).
Integrate visual information with other information in print and digital texts (Common
Core – Integration of Knowledge and Ideas – 7).
Determine the key ideas or information of a primary or secondary source (Common Core
– Key Ideas and Details – 2).
Eagle Challenge
(3-5 minutes)
Learning Tasks/Activities
Bell Quiz (in development)
Students will complete a 10 question quiz as bell work (SATP format questions)
(1)Formative assessment (World War II)
(2)Teacher will deliver instruction – using technology (lecture – New Conflicts Develop).
Teacher will lead lecture discussing conflicts that developed after World War II. Focus
will be on the Truman Doctrine, Marshall Plan, and NATO. Students will complete
lecture notes.
(3)Students will review the map titled “Cold War in Europe” – pg. 492. Students will
locate key countries. After locating countries, students will consider information
covered during the lecture and with information provided in the map, will answer
questions covering World War II. Students will answer questions 1, 2, and 3. Students
will be provided with a blank map.
Students will examine a primary source (“Analyzing Primary Sources” – pg. 495).
Students will then answer questions related to the key ideas of the primary source (22,
23, 24, and 25).
Closure
Analyzing political cartoons (pg. 495)
Students will analyze a political cartoon and answer questions about the meaning of the
cartoon as related to Cold War Events
-26, 27, and 28
IEP Accommodation (if applicable)
Remediation/Intervention
Enrichment/Challenge for upper
25%
A
Assessment (pre and/or post)
Pre
Resources/Materials
Additional Notes: