9th Grade History Lesson

9th Grade History Lesson

Subject: 9th Grade World History Causes and effects of attack on Pearl Harbor

Teachers:

State Standards: • S2C8-PO4: Examine the period between World War I and World War II: o d. growth of the Japanese empire • S2C8-PO5: Analyze aspects of World War II: o b. military strategies (i.e., atomic bomb, air warfare, Russian front, Western and Pacific Fronts, concentration camps) o e. leaders and their contributions (i.e., Churchill, Roosevelt, Stalin) Objective (Explicit): Students will be able to explain why, how, and when Pearl Harbor was attacked, as well as what the major result of the attack was. Evidence of Mastery (Measurable):   

Include a copy of the lesson assessment. Provide exemplar student responses with the level of detail you expect to see. Assign value to each portion of the response

Students will write an exit ticket, providing the why, how, where, and when of when Pearl Harbor was attacked, as well as the result of the attack. 4/5 = mastery Sub-objectives, SWBAT (Sequenced from basic to complex):   

How will you review past learning and make connections to previous lessons? What skills and content are needed to ultimately master this lesson objective? How is this objective relevant to students, their lives, and/or the real world?

• • • •

Explain why the Japanese Empire launched the attack on Pearl Harbor. Identify the location of Oahu on a map of the world. Explain how the Japanese attacked Pearl Harbor (which tools and military strategy). Explain what the results of the attack on Pearl Harbor were. Materials: Pencil/pen, Guided Notes/Graphic Key Vocabulary: Pearl Harbor, Japanese Empire, Organizer, PowerPoint Franklin Delano Roosevelt, Pacific War/Pacific Theater, Axis, Allies, Hawaii Opening (state objectives, connect to previous learning, and make relevant to real life)    

How will you activate student interest? How will you connect to past learning? How will you present the objective in an engaging and student-friendly way? How will you communicate its importance and make the content relevant to your students?

I will pass around the classroom two newspaper headlines that had been hanging on the walls of the classroom; I will explain that most days, the average day like today, are typically not remembered in history as being particularly important. We might talk about some of the things that happened over the course of this year later on, but there probably was nothing that will happen today that will be especially notable in the larger scope of history. I will then explain that some days prove to be turning points in history; events that, if you are alive at the time, you will never forget where you were or what you were doing when it happens. I will tell students, there are likely days like that, days where your life was changed, for you in your life, even if they were not related to major historical events For people my age, a little bit older than my students, that event might be September 11, 2001. For older people, that might include the Challenger explosion, or the assassination of President John F. Kennedy. For people of my grandparents’ generation (and some of my students’ grandparents or great-grandparents) I will then explain that December 7, 1941, was a defining day in the history of both the United States and the world because this was the event that brought the United States into the war. I will explain, and write on the board, that by the end of the class, they will provide on an exit ticket the where, why, how, when, of Pearl Harbor (why the Japanese attacked Pearl Harbor, how it was attacked, and when), as well as the results.

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Teacher Will:     

Instructional Input



Student Will:

How will you model/explain/demonstrate all knowledge/skills required of the objective? What types of visuals will you use? How will you address misunderstandings or common student errors? How will you check for understanding? How will you explain and model behavioral expectations? Is there enough detail in this section so that another person could teach it?

Teacher Will: 1. Explicitly ask students to hold questions until I get to certain points within the PowerPoint. 2. Explain the definition of the Japanese Empire (i.e., that Japan’s political and military control extended far beyond the island nation that many students could find on a map). 3. Explain why the Japanese launched the attack. 4. Explain the Japanese military strategy, as well as some of the tools they used to attack Pearl Harbor. 5. Explain that the because of the attack, President Franklin Delano Roosevelt asked Congress for a declaration of war; this led to the United States entering into WWII. Play a video of FDR’s infamy speech. Show pictures of propaganda posters following the attack. Differentiation Strategy  

 

What will students be doing to actively capture and process the new material? How will students be engaged?

Student Will: • Take notes. • Answer questions when called on.

What accommodations/modifications will you include for specific students? Do you anticipate any students who will need an additional challenge?

1. 504 students will be provided with guided notes for the PowerPoint. 2. For the vocab examples, I will provide visuals of the key ideas, with photographs, maps, and diagrams. Teacher Will: Student Will:  

Guided Practice

   

How will you ensure that all students have multiple opportunities to practice new content and skills? What types of questions can you ask students as you are observing them practice? How/when will you check for understanding? How will you provide guidance to all students as they practice? How will you explain and model behavioral expectations? Is there enough detail in this section so that another person could facilitate this practice?

Teacher Will: 1. Provide more depth to the sub-objectives 2. Ask students to write responses to discussion questions. 3. Ask students to engage in think-pairshares with shoulder partners after writing their responses. Ask students to be prepared to sum up their discussion, as opposed to just their conclusion; i.e., be specific about what they and their partner discussed. Will you model this to clarify it,

   

How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the sub-objectives? How will students be engaged? How will you elicit student-to-student interaction? How are students practicing in ways that align to independent practice?

Student Will: 1. Take notes, particularly regarding the why, how, where, when, and results of the attack were. 2. Write responses to discussion questions. 3. In pairs or 3’s, verbalize their responses to the discussion questions. 4. Participate in brief discussion following thinkpair-shares.


or have students done this before successfully? Will you proactively set behavior expectations that are clear and reasonable for this activity? 4. Guide brief discussion following think-pairshares. Differentiation Strategy   

What accommodations/modifications will you include for specific students? Do you anticipate any students who will need an additional challenge? How can you utilize grouping strategies?

1. Written summaries and rationales will be available for 504 students if necessary. 2. For Period 2, have students pick a partner on the opposite side of the room for the think-pair-share; students in Period 2 are often quieter and seem tired, so more movement would likely be more helpful. 3. For Periods 3 and 4, ask students to alternate the person they discuss with; I notice that a lot of the students tend to engage only their close friends in the class, and I think it might be beneficial for students to engage other students in discussion (I also think it will help keep the TPS discussions on task). For stronger students, more challenging questions: Could there have been alternatives to going to war? Teacher Will:

Student Will:





  

How will you plan to coach and correct during this practice? How will you provide opportunities for remediation and extension? How will you clearly state and model academic and behavioral expectations? Did you provide enough detail so that another person could facilitate the practice?

Independent Practice

Teacher Will: 1. Tell students to put away their notes, books, binders, etc. Ask them to complete an exit ticket, in which they give the why, how, where, when, and results of the Pearl Harbor attack. Explain that students are to remain silent and working individually while completing the exit ticket, unless they have a question for me, in which case they may raise their hand and I can come to their desk and clarify any questions they may have. 2. Asks students to reflect on the idea of turning points in history. 3. Ask students for one question they have for the day’s lesson.

   

How will students independently practice the knowledge and skills required by the objective? How will students be engaged? How are students practicing in ways that align to assessment? How are students using self-assessment to guide their own learning? How are you supporting students giving feedback to one another?

Student Will: • Complete the tasks to the left.

Differentiation Strategy  

What accommodations/modifications will you include for specific students? Do you anticipate any students who will need an additional challenge?

For students who are struggling, help walk them through it by giving them specific examples. To challenge students, include as a bonus question: 1. Is there any situation when a surprise attack like Pearl Harbor might be justified? Closing/Student Reflection/Real-life connections:  

How will students summarize and state the significance of what they learned? Why will students be engaged?

Have all students share in pairs, then have them share with the whole group: 1. How does this affect us today? 2. Are there any other turning point days in history they can think of, either from their lives or from history? Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Lesson Sequence •2 days before: Students will be able to explain the definitions of fascism, totalitarianism, and nazism, and identify which apply to those ideologies. •1 day before: Students will be able to identify the beginning of World War II, define and explain Blitzkrieg, and explain how France and Britain held up to German military might. •Day of: Students will be able to explain why, how, and when Pearl Harbor was attacked, as well as what the major result of the attack was. •1 day after: Students will be able to identify the major fronts of WWII, and provide at least one major event for each. •2 days after: Students will be able to define the Holocaust, and place in sequence the stages by which the Nazis enacted the Final Solution.
